Education To Combat Social Exclusion

FLORENCE 20-22 MAY 2010
REPORT ON THE 2010 BIENNIAL CONFERENCE
Education to combat social exclusion

European Economic and Social Committee
EN
FLORENCE 20-22 MAY 2010
REPORT ON THE 2010 BIENNIAL CONFERENCE
Education to combat social exclusion

EN
INDEX
INDEX
Foreword by EESC President Mario Sepi .......................................................... SUMMARY OF THE CONFERENCE ...................................................................... Thursday 20 May 2010 Opening Session Welcome address ................................................................................................ Opening of the discussions ............................................................................ Friday 21 May 2010 Workshops Opening of the workshops ............................................................................ Workshop 1 Education as a gateway to social engagement: the foundations of inclusion ..................................................................... Workshop 2 Education as a gateway to the labour market: making inclusion real .................................................................................... Workshop 3 Education as a gateway to the exercise of rights: active inclusion ................................................................................................. conc Saturday 22 May Closing session: Findings and conclusions Introduction and recap of workshop proceedings ........................... The institutional perspectives ......................................................................... Conclusions ............................................................................................................. VIEWS OF THE RAPPORTEURS .............................................................................. Miguel, Mara Candelas Snchez Miguel rapporteur for the EESC opinion on "Education for social inclusion: A tool for fighting poverty and social exclusion", adopted on 28 April 2010 .............................................. O'Neill, Maureen O'Neill rapporteur for Workshop 1 ........................................... Mordant, Andr Mordant rapporteur for Workshop 2 ............................................ Buffetaut, Stphane Buffetaut rapporteur for Workshop 3 .................................... PROPOSALS FINAL DECLARATION AND PROPOSALS ......................................................... APPENDICES Appendix 1: Conference programme Appendix 2: Contributions from speakers
5 7 9 13 22 25 32 41 47 50 58 65
67 69 73 78 85
FOREWORD
FOREWORD
Education, knowledge and understanding, key factors for sustainable social inclusion, were the focus of the biggest event of my two-year term of office, which symbolically combined a particularly apt location for discussing these issues, i.e. the Istituto degli Innocenti in Florence (with its long tradition in promoting childhood and social integration) with the purpose of summarising the concerns underlying the slogan "Rights and solidarity to guide globalisation". Moreover, the breadth of civic participation and the involvement of broad sectors of civil society made it a genuine exercise in participatory democracy, based on the provisions of the Lisbon Treaty. This was achieved through the targeted selection of small, medium-sized and large organisations from various European regions, committed in various ways to fighting poverty and social exclusion through education and training. Analysis was based on a study of the most recent Eurostat data available and a crucial premise, i.e. social exclusion affects more than a quarter of Europeans and is caused by a range of situations including poverty, disability, belonging to an ethnic minority, difficulties in integrating culturally, and job insecurity. The conference's work and discussions explored the links between education (in all its forms and processes) and social exclusion in order to further develop the many areas and aspects of public action in education where civil society is particularly active. Mario Sepi EESC President
SUMMARY OF THE CONFERENCE
THURSDAY THURSDAY 20 MAY
session Opening session Welcome address

Sepi, Mario Sepi President of the European Economic and Social Committee, opened the proceedings by explaining why the Committee had chosen Education to combat social exclusion as the theme for the biennial conference. As 2010 was the European year against poverty, the Committee thought it was important to produce tangible results in order to give a boost to "human capital" and bridge the social divide, the hope being to translate into projects the proposals which had taken shape during the event. The meeting was intended as a way of putting into action Article 11 of the Lisbon treaty, which enshrines the key principle of participatory democracy, by consulting the largest non-governmental civil society organisations working in the field of social inclusion, as well as the European institutions. The major crisis affecting Europe and the inevitable widening of the social divide were the driver behind the Committee's decision to approach these issues from a fresh angle, with a view to proposing new methods of dealing with the crisis without strangling recovery. Mr Sepi believed that in order to exit the crisis without mortgaging the future, it was not enough to adopt austerity measures, which pushed public spending down and taxation up; we also needed to identify new ways to fund the European Union and new forms of taxation (such as taxes on capital transfers and CO2 emissions), as well as promoting eurobonds. The aim of this biennial conference was to develop a discourse in which education was a lever for overcoming social exclusion, taking account of the forward momentum of human rights, in order to enable everyone to take charge of their own destiny and achieve upward mobility. When the Ventotene Manifesto was published, Europe's founding fathers decided to begin working towards peace throughout Europe by breaking down barriers. They had an exciting, invigorating and motivating image of Europe: a Europe which was
the product of strong social and economic cohesion. And yet there were still barriers within countries: physical barriers might be a thing of the past, but barriers between social classes and generations remained. This was why we must recover that image of Europe through a large-scale project of social policy and increased European civic-mindedness. If the goal of social cohesion in Europe were to fail, Europe would also lose a piece of its identity at a time when bringing the institutions and public opinion closer together was crucial. In order to achieve this, it was necessary to educate poor and rich alike. We must aspire to a more sober and less consumerist society, which was better equipped to cater for the essential values of life and humanity. Targetti, Stella Targetti Vice-President of the Region of Tuscany, said that being the venue for an event of this stature was extremely important for the Tuscany region. The region had welcomed the proposal because it had always been active in promoting growth and development through the key factors of learning, acquiring knowledge and understanding. Education was high on the region's agenda as a strategic means of combating early school leaving. Initiatives included designing education and vocational training curricula that would keep young people in school as long as possible, thus enabling them to acquire the fundamental skills they needed to enter the labour market and integrate fully into society. The region had made creating synergies between social and education policies a core component of its overall strategy at this critical juncture. The economic and financial crisis had jeopardised one of the most important gains of the European venture: the euro. Europe's future and credibility were at risk because of the difficulty in making Europeans understand the meaning of and imperative need for the European constitution. Also of concern was the fact that one in four Europeans was effectively excluded from access to the fundamental rights of education and work. In these trying times, it was important to state clearly that the dissemination of knowledge and skills, together with innovation, was the best way to foster better living conditions and help eradicate poverty and exclusion. Time was short and important choices needed to be made urgently, bearing in mind that social exclusion had a price tag and there was an economic aspect to this issue because no country could afford to exclude 25% of its citizens from working and being consumers. Ms
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Targetti concluded by hoping that this conference would not be just a first step, but that it would sound an alarm which would reach the European Commission and result in a green paper, so that the process could be said to have started in Florence. Antonella Coniglio1, Councillor for social policies, security and legal issues for the Province of Florence, felt that in a society that was turning to other values, social policy seemed to have gone out of fashion. Unfortunately, claiming and guaranteeing fundamental rights was still an issue; it was as if we were slipping backwards and actually losing some of what was achieved in the past. The economic development of the last few years had certainly not closed the gap between rich and poor; on the contrary, it had excluded more people, on the simplistic principle that those in work were included and those out of work were excluded. From this perspective, the sector of society traditionally viewed as weak and disadvantaged, as well as a large percentage of young people and women, were seen as lacking the skills to be productive. At a time when budgets were being cut to the bone, institutions therefore had the duty to be creative and embrace a policy to identify networks providing people with advice on job-seeking; they had to retrench when necessary in order to be able to cope with emergencies, guarantee the fundamental rights of accommodation, health and education without wasting resources, and strive for the genuine well-being of society. Saccardi, Stefania Saccardi Councillor for social and health policies and the environment for the Municipality of Florence, said that Florence had not been spared the effects of a vicious economic crisis which had aggravated and fostered social exclusion. Regional and social services, which were present throughout the area and reflected the city's daily life, painted an alarming picture: marginalisation was no longer restricted to the traditional sectors of third-country nationals, addicts and ethnic minorities; it was also affecting the middle classes. In these new economic and social conditions, in order to avoid war breaking out among the poor, the focus needed to be shifted from supporting social integration (comprising income support for those able to get themselves on the right track) to projects aimed at people
1 Appendix II, p. iii.
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in difficulty in order to put an end to these problems once and for all. Economic measures needed to focus not only on helping welfare beneficiaries directly, but also on potential employers in order to help equip those struggling for the labour market and build up the skills base. The theme of the biennial conference was therefore highly relevant, and EU intervention in a problem which was no longer limited to a particular region had become a strategic necessity. Social tension now afflicted every European country, and so civil society and institutions needed to pull together to provide decent support for people in difficulty. Florence had to be part of this movement. The buildings dedicated to charity put up by the noble families of Florence recounted the city's history; they bore witness to the beauty of Florentine architecture, but most importantly they reflected the age-old solidarity and passionate commitment to making society more inclusive and responsive to people's needs. At times it was difficult to see that we were really making a difference, but in the words of Mother Teresa of Calcutta: What we are doing is just a drop in the ocean. But if that drop was not in the ocean, I think the ocean would be less because of that missing drop." Maggi, Alessandra Maggi President of the Istituto degli Innocenti, thanked the European Economic and Social Committee represented by its president for choosing the Istituto degli Innocenti as the venue for the conference and recounted the history of the institute, a cultural landmark in Florence. Six centuries ago, a merchant from Prato, Pier Francesco da Tini, left 1000 florins to build a shelter for children abandoned as a result of war, epidemics and poverty. Filippo Brunelleschi, a great architect of the day who was then working on the cupola of Florence cathedral, was commissioned to design the building and make something beautiful for destitute children. Over the centuries, it strove to help, treat and educate children, providing them with training, a profession and a family so that they could become full members of society. It was a secular place which adapted to changing needs and to national and local laws which changed the shape of child welfare, a remarkable place visited, in common with all the places of the Renaissance, by artists who left behind many works which were freely displayed in order to teach the children about art. The institute was now a public enterprise which continued to work with children in various ways, managing services for them in various social structures with the aim of promoting
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childhood education, partly through research, and endeavouring to provide them with opportunities, since they were the future. MESSAGE FROM THE PRESIDENT OF THE REPUBLIC OF ITALY TO THE BIENNIAL CONFERENCE OF THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE ON EDUCATION TO COMBAT SOCIAL EXCLUSION, EXCLUSION, HELD IN COLLABORATION WITH THE TUSCANY REGION I would like to extend a warm welcome to the authorities and to all participants of the biennial conference of the European Economic and Social Committee on education to combat social exclusion. In the current situation, where Europe continues to face a serious global financial crisis, it is vital to discuss education policies on the basis of concrete initiatives and proposals. These are decisive policies for our future and for economic growth that must receive adequate resources and greater attention in the political debate. Changes to European educational systems and the need to respect budgetary constraints should not diminish our commitment to combating all forms of exclusion, whether they stem from enduring social inequalities or from new situations of precarity. Today it is more than ever important to ensure the right to access lifelong learning and training. Even from this point of view, we must turn the crisis into an opportunity to build a fairer Europe, with effective economic governance that opens new prospects for sustainable growth and helps promote education as an irreplaceable pillar of the European social model. It is in this spirit of lively participation that i wish you every success in your work. Giorgio Napolitano
Opening of the discussions

Pittella, Gianni Pittella Vice-President of the European Parliament, stressed the importance of dealing with social issues during the crisis currently
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hitting Europe, a crisis made still more acute and far reaching by the rates of poverty, unemployment and vulnerability. We could not get out of the crisis with an austerity policy alone; an appropriate and lasting policy needed to be implemented for growth, fairness and social convergence. The European governments had reacted with measures which were certainly positive, albeit partial and belated. However, it was important to realise that these mechanisms were a temporary fix only. To put it metaphorically, Europe was a patient suffering from a serious illness and a proper course of treatment was needed, not a sticking plaster. The first step had to be to establish a European programme to combat social exclusion, guaranteeing a minimum income to support vulnerable social groups and full citizenship for all, and, most importantly, providing strong support for young people. A European monetary fund should be set up for emergencies, as well as a European rating agency. The Euro Group should be given powers in the field of economic governance and coordination of tax policies. They could thus oversee the launch of debt securities to be issued by the European Investment Bank which should yield billions of euros on the European and international markets, thus financing a major public investment programme to promote research, training, education, childrearing, infrastructure and the fight against poverty. In the light of the major challenges facing Europe, the Florence biennial conference had proven to be an interesting and useful platform which would provide the European Parliament and the EESC with a unique opportunity to work closely with the major social and trade union organisations. Diamantopoulou, Anna Diamantopoulou Greek Education Minister, said that education and social policies with social inclusion were the major problems and challenges of this period. Concerning the economic crisis, she did not believe that Europe had undergone the consequences of the crisis. She thought that the focus had to be kept on people. To do so, European politics had to work together but the fundamental basis of the European model must be a triangle consisting of monetary policy, economic policy and social policy. It was important is to consider what was the cost of not having a social policy. When focusing on issues concerning social policy and social exclusion, then education become the key word and the key policy while it was at the same time one of the factors to fight against social exclusion. Particularly in this period, in educational policy there was a
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need to work on two guidelines. The first one was that investment should be horizontal. It meant that it should include all levels of education from early childhood up to lifelong learning, while providing high quality of education, in particular to discriminated persons. There was a need to maintain positive discrimination towards people who are discriminated against. There was a need to cooperate at European level with an open method coordination that could be a proposal that the EESC could work on. An open method of coordination could support governments, regional authorities, even local authorities to work together. There was a need to invest and positively discriminate regarding three particular ideas. The first one had to do with geographical criteria regarding underdeveloped areas. The second area included the social criteria of particular groups and the third area covered the early drop out of children from schools. On social exclusion and poverty issues Anna Diamantopoulou believed that it was possible to work together and to put in place a huge European programme on the basis of the open method of coordination. The second proposal was aimed at encouraging cooperation with universities and taking into account their studies to see what was the real cost of not having social policies. Antonella Mansi Antonella Mansi, President of Confindustria Toscana, said that the idea of education as an Italian public good was certainly closely interwoven with the economy and enterprise - first and foremost with enterprise, as a healthy business was certainly a place of responsible citizenship where people were educated too. The current crisis was forcing far-reaching changes on our country, on top of the major social changes it had already experienced in the past 20 years. In 2009 we had lost 16.5% of production, 17% of turnover and 5% of jobs. These substantial figures showed that the crisis was not yet over. Economic policy had to intervene at two levels: in the immediate term, to prevent another recession which could be caused by highly dangerous financial speculations and, in the long term, to try and limit loss of human capital. According to a study, Italy was looking to the future through grey-tinted glasses: in other words, most of the population was resigned to the fact that the coming generations would be worse off than previous generations. In effect, Italian human resources training was much poorer than in other industrialised countries. Our employment rate for young people was
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too low: 64.4% of young Italian graduates between 25 and 29 were employed, against a European average of 75.5%. Our education system could not achieve the Lisbon targets for Italy; 19.8% dropped out, as against a target of 10%, and the proportion of Italian children attending school was 76%, as against a target of 85%. France had four times as many study grants as we had and the average age of members of the boards of directors of banks in Italy was 15 years higher than the OECD average. More public and private participation was therefore needed research had to be promoted in close cooperation with universities, and investment in human capital was also needed, improving the quality and quantity of education and preventing the "brain drain", therefore trying to attract talent, possibly even with policies to encourage immigration of skilled labour. Improving the quality of the education systems was therefore one of the key challenges facing Europe, if it wanted to see growing economic competitiveness and dynamism. We needed to stop leaving future generations to bear the consequences of our inability to make unpopular choices; we needed to use the crisis to work towards the highest levels of education and training in order to achieve a more highly skilled workforce and thus greater productivity. The crisis had revealed quite clearly the need to finally establish an effective, inclusive, fair welfare system for all which could strike a better balance between active and passive labour policies, address thoroughly the issues of entry into the labour market for young people, lifelong training and pension costs: we needed to start again, focusing on young people and their energy. With young people we could build an Italy of the future whose skilled, competent labour force made it dynamic and competitive, with an open, inclusive labour market where gender, generational and geographical divides and barriers were smaller. There were no alternatives: Italy had to become a country where education and training were more widespread and continued throughout a person's working life, where meritocracy was an educational value, where responsibilities were as important as rights and where selection of the best was the absolute rule; a country that could stimulate young people to improve, which was the key to growth of society as a whole.
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Fulvio Fammoni 2 , Confederal Secretary of the Italian General Confederation of Labour (CGIL), thanked the Committee for participating in such an important initiative. He wanted firstly to point out the propitious coincidence that the biennial conference happened to fall on the 40th anniversary of the enactment of the Italian workers' rights statute the famous Law No. 300 entitled "Rules on the protection of the freedom and dignity of workers". He stressed the dual importance of this date for Italy and, in particular, for the trade unions, including in light of the fact that advances made in terms of rights and the emancipation of labour often coincided with social progress in various countries. Specifically in view of these rights, and to ensure that dignity and liberty were not crushed by such a major financial crisis, it was vital to train and inform the public to help them become more independent and thus truly free. Unfortunately, however, this was not really happening. Education, these days, was not always a public good accessible to all. The focus was often on statistics and targets, but much less on their real application. For example, a crucial issue such as early school leaving was rarely discussed; sadly, though this was becoming a major phenomenon in Italy particularly among migrants' children, very often born in Italy. Europe, meanwhile, was already discussing new targets, though some of these might not be achievable. Official documents envisaged an EU economy that was more competitive and dynamic for being underpinned by greater social cohesion; they spoke of equipping Europe with a new freedom: the free movement of knowledge. While these were good intentions, their impact on the crisis and on the recovery measures had to be assessed. Unemployment was continuously rising; the most recent ECB forecasts still envisaged very difficult years ahead and discussions focused on how to tackle the effects of financial speculation. But while, on the one hand, we sought to strengthen the role of the institutions and European government, on the other hand, thoughts were focused on deficits and compliance with monetary parameters. Paradoxically, education was seen as an expense to cut; we tried to balance the finances by cutting back the Structural Funds, but created a boomerang effect, disruptive to cohesion. Of course, our society would not emerge from a crisis such as this unchanged; how we changed would be determined by the decisions we took now.
2 Appendix II, p. v.
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For this reason, the concepts of quality and future development could not be abandoned. The shortcut that was cost-based competition was not only a losing strategy, but heightened the problems of social exclusion and poverty, including of a cultural nature: deciding to make cuts in education and training was the exact opposite of what was needed. Italy was a case in point; it was experiencing severe cuts in public education and now there was talk of cutting another EUR 25 billion, with the justification that Europe required it. This had met with protests across the academic and research worlds in Italy. If we wanted to talk about quality innovation, we could not let the highest levels of knowledge go to the wall. The labour market was also clearly in need of urgent intervention by means of retraining and linking supply and demand. Inclusion the central issue under discussion also meant overcoming people's underestimation of the need for training. All types of supply here tended to adapt to the highest demand; with increasing age, participation levels dropped in inverse proportion to qualification levels; levels of participation were low among those in low-skilled jobs and inequalities were excessive in terms of family commitments and the duration and timetable of courses; costs were also too high and women were often excluded from training. The knowledge issue was a great challenge for Europe, and also for Italian trade unions; indeed, on the initiative of the CGIL, a popularinitiative legislative proposal endorsed by 130 000 signatures had been submitted to parliament aimed at proposing a law on lifelong learning. It proposed a quality system open to all from early childhood, which would contribute to a society free from exclusion, prejudice and discrimination, and put forward a high-minded concept of competitiveness and work. For Italian trade unions, this all pointed to the role of social Europe a model built on noble projects that constituted the best route out of the crisis. Fintan Farrell 3 , Director of the European Anti-Poverty Network (EAPN), coordinator of the 2010 coalition of social NGOs, stressed that cooperation at European level often seemed to be far from the daily life of society. In this case, people who faced poverty themselves could be advocates for a change in the process of finding the right policies to move forward. He further highlighted that if education
3 Appendix II, p. vii.
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had to work in the process of combating social exclusion, then it needed to be involved in the fight against poverty. Poverty had in his words a huge impact on educational opportunities and educational outcomes for people. However, focusing purely on equal opportunities and equal access might, according to Mr Farrell, miss the point. Here the question of our systems` outcomes remained be more important. Mr Farrell said that inequalities were growing enormously and this growth was not only a consequence of the crisis. The reason why we had a crisis now was in his opinion the fact we hadn't paid attention to what was happening to poverty and inequalities before. He added that if attention were not paid to these issues, then we would continue to struggle with another crisis. According to Mr Farrell, one of the reasons why the Lisbon Strategy had not worked properly was the lack of political attention to the social part of the strategy. But as he said, the Europe 2020 Strategy would bring political attention to this target at the highest level. The second target would, in his words, remain education and early school drop out. Mr Farrell highlighted his proposal to have a platform against poverty that should be more connected to the national policy-making process, with more engagement of national and European parliaments, local authorities and other NGOs. He concluded that there was a competence in the treaty, but it was necessary to have a framework at European level focused on adequacy of minimum assistance schemes. These were, as stated by Mr Farrell, the basis on which an equal society could be built. At the same time he stressed the significance of the social protection systems, which were the way to fight inequalities. If inequalities persisted, we would be unable to derive any benefit from education, he emphasised. Borrell, Josep Borrell President of the European University Institute in Florence and former president of the European Parliament, began his speech with two quotes on the subject of inequality. The first was from an American Federal Reserve governor who said something along these lines: "If we had shared out the national income more effectively, if the billions spent on financial speculations had been better shared out among families and companies, we would have been spared the crisis". The second quote, which he heard when he was president of the European Parliament, was from the governor of the German central bank, who said that governments should know
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that financial markets exert more control over them than parliaments and that when governments do not implement the policy the markets want, the markets make them change it. According to Mr Borrell, the first quote, from 1944, could have been said in exactly the same way today. Indeed, had our growth been less unequal and generated less inequality, the crisis would have been much less intense, as inequality is not only a consequence of the crisis, it is also one of the causes. On the second quote, his thoughts were that governments submitting to markets rather than policing them amounted to a systemic denial of democracy. Mr Borrell then recalled that when the crisis erupted and governments rushed to the rescue of the financial players, commercial banks in particular, it was said that now the governments were actually controlling the markets, whereas, in his view, then more than ever, the markets were controlling the governments by saying "either you save us or we're all going down". He went on to quote the words of Karl Marx: "the State is an instrument of the ruling class". The State rushed to save the financial system, but when the financial system recovers slightly, it will be chastising the governments for their deficits, that have been generated largely as a result of having to rescue the financial system. The deficit will therefore be a social deficit. In Mr Borrell's view, the reduction in public spending that we are all facing will not come for free. The social consequences will be felt in the growth of poverty and exclusion. The regime imposed on Greece or being imposed on Spain is not economically the best, and will have serious consequences for social exclusion and education. Cutting spending on education is misguided. Money spent in this field should not be considered a cost, but an investment, better than buying a car or building a road. A teacher's salary is not a cost, but an investment. In Mr Borrell's opinion, we are mortgaging the future and this will have consequences for our social equilibrium. Inequality was one of the drivers of the crisis, around the world, and particularly in the United States, where the gap between the richest and the poorest is not just shocking and scandalous, it is grotesque. Mr Borrell went on to ask the following questions: How can we get out of this situation? Will we come out of it stronger, or with a less cohesive, poorer and more unequal society? According to Mr Borrell, Europe must coordinate its economic policies or become the victim of its inconsistency. The crisis that Europe is currently undergoing is revealing the absence of a social dimension and highlighting contradictions between societies.
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We cannot sustain a single economic policy without building tax and social systems that make it possible to take these dynamics into account. This is the challenge for today's Europe. To conclude, Mr Borrell stated that he was worried not so much about the devaluation of the Euro as about the social cracks, the European public's loss of trust in Europe and the feeling that the choice between one political option and another has become meaningless and that politics cannot provide solutions for social problems. ________
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FRIDAY 21 MAY
Workshops Opening of the workshops

Miguel, Maria Candelas Snchez Miguel Member of the European Economic and Social Committee and rapporteur for the opinion on "Education and Social Exclusion", stated that the EU had already considered different ways of establishing systems to combat poverty and social exclusion but that as far as eliminating poverty through education was concerned so far only palliative measures had been taken. It was important to focus on education as a system for integrating all citizens and a fundamental right so that every single citizen, whatever his or her circumstances, had free access to education. The economic crisis had created a situation that had badly affected the poor and excluded, and the most urgent European problem at present was unemployment. The EU 2020 Strategy put forward the idea that knowledge through education was a fundamental tool to get out of this situation. In order to solve the problem of how to fund education, a new social awareness was needed and politicians and governments needed to be convinced about the importance of free and equal education adjusted to new needs and requirements. Inclusive education meant that the humanitarian aspect of teaching had to be emphasised strongly. Furthermore, the quality of education was an important aspect of inclusive education, because inclusive education helped increase and enhance competitiveness. The main message of her opinion was that education was a compulsory tool to combat social exclusion. Zamagni, Stefano Zamagni President of the Italian Agency for Non-Profit Organisations of Social Utility, agreed that education was the decisive tool in combating social exclusion and poverty. Relative poverty had increased in Europe and so had social inequality. This was worrying considering all the policy measures implemented by Member States and considering that relative poverty was a source of social conflict
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and a threat to democracy. Those who valued democracy therefore could not neglect the structural increase of inequality in our societies. What could education do to counter this increase in inequality and hence foster social inclusion and democracy? The lack of adequate education and training, due to an inadequate education policy, was, according to Mr Zamagni, the main factor causing the increase of relative poverty in Europe. The third industrial revolution (the information revolution) had changed the labour market's structure. It could no longer be described as a pyramid with a large low-skilled basis. Now it had the shape of an hour glass with a bottleneck at the intermediate level and a broad top of highly qualified workers. The intermediate levels were the levels at which unemployment, nonsecure jobs, precarious jobs and inequalities proliferated. It would no longer suffice just to guarantee everyone access to formal education, because if we did not match qualifications and the needs of the economy people of all levels of education would be confronted with situations of unemployment and precarious jobs. Formal education was necessary but not sufficient. Non-formal education therefore had to become a complement to formal education. Without cooperation between the public sector and the non-profit sector this goal could not be achieved. Antonia Carparelli 4 from the European Commission, DG EMPL ("Inclusion, Social Policy Aspects of Migration, Streamlining of Social Policies"), stressed that many European initiatives within the framework of The European Year Against Poverty and Social Exclusion had focused on the issue of education. The reason for this increased interest in education was that poverty had been "rediscovered". Statistics had confirmed that relative poverty, not necessarily absolute poverty, had been increasing and hence the European Commission and the European Council were paying more attention to combating social exclusion than they had done previously. One of the three priorities of the Europe 2020 Strategy was inclusive growth. There were five interdependent objectives that supported this approach. Two of these focused on education and recognised the link between education and the struggle against poverty and social exclusion. Statistics had shown that social exclusion and unemployment persisted amongst the population with
4 Appendix II, p. xix.
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a low level of education. The exclusion rate was 9% in Europe, 13% amongst those with the lowest level of education, 7.5% amongst those with a secondary level of education and 5 % for those with a university education. 17% were at risk of poverty, which amounted to 80 million people; 23 % for the low education level, 13 % for the secondary education level and 7 % for the university graduates. It was therefore clear that education had to be at the heart of the fight against poverty and social exclusion. The EU's policy on social inclusion was based on the Open Method of Coordination. Exchanges of experiences and good practices could lead to effective policies. An important question, however, was to what extent education policies could replace policies against poverty and social exclusion? An American study had shown that although the level of education was important, it was not as influential as family status. In other words: education was not the only factor. Susanne Conze5 from the European Commission, DG EAC ("School education and Comenius programme") pointed out that the prominence of social exclusion and education in policy discussions was due to the current situation in education and training systems, as well as the wider socio-economic situation. There was a strong link between educational success and social background, which meant that the education and training systems had not been able to help students from disadvantaged social background to perform better. Furthermore, the gap between students from disadvantaged backgrounds and students from advantaged backgrounds was increasing. Early school-leavers came mainly from disadvantaged social backgrounds. Children from socially disadvantaged backgrounds were also less likely to participate in early-childhood education and care, and amongst 15-year olds with low skills in literacy, mathematics and science, the majority came from socially disadvantaged backgrounds. Therefore, education systems in Europe needed to provide targeted learning adapted to the individual needs of their learners and more flexibility in educational careers. Targeted support, the permeability of education pathways and the recognition of non-formal learning were all key issues. The topic of social exclusion and education was a concern for all educational sectors and educational fields: school education, vocational education,
5 Appendix II, p. xxii.
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higher education and adult education. The European Commission would put forward a recommendation on early school-leaving by the end of 2010 and was considering launching a network in an effort to focus more on the problem of migration and education. The Belgian Presidency would organise a conference on social exclusion and education and training at the end of 2010.
WORKSHOP 1 Education as a gateway to social engagement: The foundations of inclusion

Berlinguer, Luigi Berlinguer Member of the European Parliament, said that Europe had a moral obligation to fight social exclusion, also globally. He pointed out that social exclusion was a waste of human resources, the building block of any modern society. The labour force had to embody the principle of innovation by being capable of innovating itself through life-long learning, and nobody should be excluded from education at any age. He saw no conflict between excellence and an improvement of the average level of education. A stronger EU policy with common goals was needed in the area of education in order to renew national policies and remove bottlenecks resulting from an outdated approach to education. He called for a new learner-centered approach based on the vocation and rights of the individual.
Civil society and social stakeholders' experience Education and new information technologies to promote social inclusion: Anne Alitolppa-Niitamo 6 from the Finnish Family Alitolppa-Niitamo
Federation and President of a group on "Education and new information technologies" within COFACE (Confederation of Family Organisations in the European Union) stressed the importance of both informal and non-formal education, especially in the case of children from disadvantaged backgrounds who tended to inherit their parents' social exclusion. The role of parents in children's learning processes should be acknowledged. Families were the
6
Appendix II, p. xxvi.
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primary socialisation force and there seemed to be a general need for parental training to support parents in meeting this challenge. Even a slow adaptation to external changes was sufficient under normal circumstances, but at times of rapid social change a gap might emerge between included and excluded groups of society, as well as between generations, i.e. parents and their children. She gave two examples: New information and communication technologies were expensive but also socially inclusive, and without these and the necessary skills to use them people would beexcluded. Likewise, parents were easily outdistanced by their children in terms of skills, which also made it difficult for parents to protect their children from the potential risks arising from new technologies. Also when a migrant family settled in a new country, a gap between the parents and their children might occur in terms of language skills and level of cultural adaptation. Accessible parental training should be a part of lifelong learning. NGO's had an important role to play in offering training, for instance in media literacy, and making sure that parents who took up such an offer were not stigmatised.
Education in mosques: Mostafa el Ayoubi7, editor in chief, Confronti,

said that Italy had changed massively in the last 10 years and that migrants now accounted for 6% of the population. Society had not been able to keep pace with this change; there was still no real integration model in place and there was a great risk of social exclusion among new citizens whocould not speak Italian and did not know much about Italian culture and therefore had great difficulties playing a full role in civil society. The project he was presenting focused on Muslim migrants who accounted for 33% of the total migrant population. The project was launched in 2007 and involved civic and language training at two mosques in Rome which were the only places of socialisation for many migrants. This, together with the fact that the migrants only watched television from their countries of origin, isolated them from the surrounding Italian society. Many women often left their homes only when they took their children to school. Controversially, men and women had to be split into separate training groups at the mosques. The project provided valuable insight into the important role of faith communities in the integration process. He also believed that a
7 Appendix II, p. xxxi.
26
European approach was needed since national initiatives tended to be too dependent on fluctuations in the national political set-up. Denisa Pochov 8 , paediatrician at Preov Hospital and advisor to RAMAD (Association of Roma Youth and Children in Slovakia), underlined that the mortality rate amongst children from the highly segregated Roma population of Eastern Slovakia was much higher than amongst other Slovak children. This was mainly due to their living environment; in some cases badly deprived Roma colonies suffered from high unemployment and did not have access to water, the sewage system or gas. Roma children were often vulnerable already before birth since their mothers were underage, smoked, drank or used drugs, and often also suffered from malnutrition and various illnesses. Respiratory and stomach diseases were very common amongst children. She represented a network of physicians and trained social workers that had developed methods to get important messages through to mothers on issues such as health, nutrition (not least the importance of breast feeding), hygiene and family planning. The most effective tool had proven to be small meetings with mothers and their children, either in the hospital or out in the streets in the Roma ghettos or colonies. This way information was slowly spread across the whole Roma community. She stressed the importance of trust and of maintaining open and active communication with the Roma community.
School education for the inclusion of immigrants: Simona Taliani from

Centro Frantz Fanon, Turin, stressed that schools were, par excellence, the social institutions that devoted the most attention to immigrant children. Schools reflected the social, economic and political tensions in each society and it was important not to medicalise any such problems by branding difficult children as pathological - although teachers under time pressure might be tempted to refer such children to neuro-psychiatrists. The intercultural workshop in the city of Turin had been set up in an attempt to reconcile the culture of origin with the phenomenon of migration. Each child should learn to understand how culture and migration developed in an interlinked way and to look at, for instance, migratory movements and their parents' history in a more
8 Appendix II, p. xxxix.
27
anthropological vision of culture, focusing on transformation. The trick was to get out of the old framework that tended to stereotype children culturally and instead open the eyes of schools and teachers to the pupils' plural identities.
Statements and reactions from institutional and civil society players The social situation of Roma: Luca Bravi Professor of Social Sciences, Bravi,
University for Distance Learning L. da Vinci, pointed out that the Roma have a privileged relationship with the EU but that at Member State level the situation was very different. Of the approximately12 million Roma in the EU, around 60% lived in conditions of segregation. In some cases they were even segregated by law. Half of the Roma population in Italy was Italian but they were perceived as foreigners and many lived in precarious situations. The general climate had been deteriorating over the last years. The nomadic camps in Italy were a real problem; Amnesty International compared the conditions there to some of the worst conditions in the third world. Often Roma children were stereotyped as illiterate and placed in special classes or sent to schools of the second or third order. He called for a cultural inversion that would lead to a decent life for Roma. This was a precondition if schooling measures were to succeed.
A comparative approach to the links between education and social exclusion in EU countries (YOUNEX programme): Didier Chabanet9,
researcher at the ENS Lyon, presented some preliminary results of the YOUNEX project, an on-going survey that was being carried out among 18-25 year old long-term unemployed persons in six countries (Germany, France, Italy, Poland, Sweden, Switzerland) on how unemployment affected the life of the individual. Most strikingly, unemployment could not be objectivised: Unemployment was not defined by, for instance, poverty, but was first and foremost an "experience". Education played an important role in young persons' ability to break free and take control of their future. The family also had a very important supporting role to play, not only as a provider of shelter and financial means, but as an instance of moral support and love. There were discernable inequalities between persons who
9 Appendix II, p. xliii.
28
had a family to count on and those who did not, although other resources such as friendships and neighbourhood communities could offer similar support. The survey had shown that 1) there was a very marked gender difference (men had greater difficulties dealing with being unemployed than women), 2) the ability to organise one's time was very important, and 3) there was a lack of political institutions and points of reference (unions, political parties etc.) for young unemployed persons, which meant that unemployment became a very personal, isolating experience. The result was "integrational poverty" poverty in relations and a feeling of being of little value to society. The question was what to do with people that fell through the cracks in the modern knowledge society. Valeria Fargion took over as chair of the workshop.
Grundtvig workshop: Intercultural learning: Noureddine Erradi 10 ,

Integration for All (IFA), who had long-standing experience as a teacher of immigrants, presented a documentary he had made which was based on a simple concept: Dutch policy-makers and professionals in the field of integration (language teachers etc.) were put through a one week integration programme in Morocco, in Arabic. The purpose was to show that integration had to be a twoway process in order to be successful. The above concept had already been applied in 850 European and American organisations. He then showed an excerpt from his film.
Family and school: an educational alliance? Celeste Pernisco11 from

ANPE - EUROFEPP (the National Association of Italian Teachers), raised the question as to whether parents and teachers were responsible educators. Over the past 10 years Italian society had seen a shift towards more individualism and less tolerance towards others. The family had an important role to play in the educational process but the life of a growing individual could not be based on family ties alone: The educational context was also important. It was therefore surprising that these two institutions family and school had never reached an agreement on their respective duties and responsibilities. Parents and teachers had different expectations and there were too
10 11 http://www.eesc.europa.eu/?i=portal.en.videos.4243. Appendix II, p. xlviii.
29
many misunderstandings and too little dialogue. An educational alliance should be established in order to give children consistent answers to their daily doubts and make them harmonious people. Finally, she pointed out that education towards citizenship required a pluralistic citizenship concept.
Global campaign to raise awareness and understanding on child labour: Maria Gabriella Lay12, Programme Manager, ILO, presented
the ILO SCREAM initiative (Supporting Childrens Rights through Education, the Arts and the Media), starting with a slide show. The endless circle of poverty for millions of children in our globalised world had to be at the top of our priorities. Children grew up in a world of extremes: Some went to school and enjoyed the safety of families while others lived in a parallel world with no hope for a better future. Putting a stop to the massive violations of childrens rights around the world was one of the biggest moral imperatives of our time. All children should benefit from universal human rights and social protection and the key concept in this context was "child participation". The notion of education should be broadened and young people should be enabled to develop an awareness of themselves and their environment in order to fulfill their social role. By giving them responsibility to act, young people developed a conscious sense of "global" citizenship the ability to think globally and act locally. SCREAM was a tool that had been designed to cultivate young peoples understanding of human rights. It was aimed at enhancing childrens participation and youth empowerment through visual, literary and performing arts. After lunch the rapporteur responsible for drafting the conclusions of the workshop, Maureen O'Neill Member of the EESC, picked out a O'Neill, number of general thematic strands that had emerged from the presentations and outlined in which direction the workshop could go in its conclusions. She said that the question "What kind of education?" was fundamental to the discussions. Europe's place in the world, the role of the open method of coordination and the Europe 2020 strategy needed to be taken into consideration.
12
Appendix II, p. l.
30
A group of Italian students spoke about an exchange with students from Cairo and voluntary work with abandoned children in an orphans' asylum in Kenya. The guardian of the English cemetery in Florence, Julia Halloway Halloway, explained how skilled Roma workers had helped her repair a drystone wall at the cemetery and how, based on this experience, she had launched a programme where Roma families were "paid" for their repair work at the cemetery with literacy training. The coordinator of the Opera Nomadi Nazionale (the national nomadic initiative in Italy), Marcello Zuinisi gave a personal account Zuinisi, of the general state of affairs in the city of Florence and in particular the situation facing Roma. Bocchino, Flavia Bocchino teacher of Italian to immigrants, pointed out that knowledge of the new country's language was an indispensible prerequisite for quick integration. She called for an EU initiative that would oblige Member States to offer immigrants adequate teaching in the national language. Valeri, Ursulina Valeri vice-president of a training body for adult education in the region of Friuli Venezia Giulia, gave an account of some of the body's work which included an intercultural approach to language learning, a special initiative aimed at making young people active citizens and a special programme for toddlers with one foreign parent. Errico, Giuseppe Errico psychologist and professor, described several projects he was involved in, such as Teatri contro esclusione (a network of actors, directors, social scientists and painters) and La Strada Maestra (which aimed to support educators and social workers). He also mentioned a social mentoring project where children were equipped to help younger children in solving various problems they might face in their families and at school. Marianna Piccioli from FLC-CGIL (Italian Federation of Knowledge Workers) pointed out that Italy had sound experience in integrating disabled students into ordinary classes, with special support provided by specialised teachers. Education was in fact the one single chance
31
many disabled people had to become integrated. She also referred to an already existing index for inclusion that was a useful but underutilised monitoring tool. Matiuzzo, Cristina Matiuzzo researcher at the Instituto degli Innocenti, referred to the example of gender segregated classes in mosques and emphasised that it was important to acknowledge that there were certain cultural aspects which were fundamental to Muslim immigrants as well as to Roma and could not be negotiated. Adam Beizak introduced himself as an Italian Roma citizen. He called for greater efforts to be made to help the Roma population achieve recognition and for the European Parliament to strengthen European citizenship. Martini, Alessandro Martini Director of Caritas in Florence, referred to the earlier contribution of Marcello Zuinisi and said that Caritas' results in Florence also in relation to the Roma spoke for themselves. After the coffee break the rapporteur, Maureen O'Neill, presented her O'Neill ideas for the conclusions of the workshop. She pointed out that four themes had seemed to underpin the discussion: early childhood, education providers, language provision and discrimination. Several members of the audience commented on these themes, and Ms O'Neill promised to take all contributions into consideration when drawing up the final conclusions.
WORKSHOP 2 Education as a gateway to the labour market: Making inclusion real

Revelli, Marco Revelli chairman of the national commission on social exclusion, opened the session by stressing the links between poverty and low levels of education, poor health, unemployment, low income. Significant changes in the labour market had created a category of working poor (8% in the EU and 10% in Italy). In Italy, 19% of people worked in atypical jobs, on average 9.6% of households did not have anyone in work (28% in the south of Italy),
32
and 49% of families had only one person with a job: one out of three families were living in relative poverty and almost 1.5 million people were living in absolute poverty. Poverty was exacerbated in families with young children, and if their parents were not well educated. In Europe, the prospects of finishing school and gaining access to higher education varied greatly from one country to another. To solve the problem, more inclusive schools were required, together with a range of policies and targeted funding.
Experiences from civil society and other stakeholders Alternative ways of ensuring marginalised young people are included. Lionel Urdy13, head of the school for second chances (E2C)
in Marseilles, gave a presentation on the potential for these types of school to help prevent young people leaving school early (currently 150,000 young people dropped out) and high youth unemployment (currently over 40%). The project had involved successfully sharing out responsibilities between different stakeholders: he emphasised the role of the European Commission (with, in 1995, the white paper Teaching and Learning Towards a learning society), and the need to empower local authorities and ensure co-funding. There were 50 E2C schools located in 13 Member States. The schools gave young people who had left school early a second chance, allowing them to get involved in society again and giving them access to a qualification, a job, or a higher level of training. The tax breaks which the French state provided to partnership businesses were essential. Success was also due to the fact that costs were shared between these businesses and the local authorities involved.
Opening up the job market to people who are excluded from society (travellers): Stfane Lvque director of FNASAT, said he appreciated Lvque,
the fact that this workshop was taking an integrative, interactive approach to the situation. FNASAT was a network of around a hundred French organisations working for better access to fundamental rights for travellers. Travellers had always been involved in crafts and trade, and FNASAT provided support for people to start up their own businesses in these areas. FNASAT was also working towards getting the VAE scheme (validation of skills and experience)
13 Appendix II, p. liv.
33
adapted at national level so that the system was more accessible to a greater number of people. An education system specifically designed for travellers was not required, rather, there was a need for more general social inclusion strategies.
Combating insecurity for marginalised social groups, the poor, and the homeless: Maria Assunta Serenari gave a presentation on her Assunta
organisation, the Amici di Piazza Grande Onlus, Bologna. The organisation had been set up by the trade unions, as they had found that homeless people were approaching them to try and find a job. A newspaper written by homeless people was set up in 1990. In 1996, a social cooperative was set up to collect and recycle waste. An organisation of lawyers representing people living on the streets then joined the organisation. A training centre was set up in 2004, and subsequently became a centre for job mediation services too. In future, the parties involved needed to work to ensure that the role of the social economy and 'type B' cooperatives (integration through work) were recognised, and set up training centres promoting lifelong learning.
Creativity during the economic and social crisis: Charlotte Gruber14

was the president of the European network for social integration (ENSIE). She explained that the network covered nine European countries and brought together businesses working towards social inclusion for people who were excluded from the labour market, and other vulnerable groups in society. The businesses provided people with an adapted workplace where they could develop their job prospects, and make a living at the same time. The businesses operated within local communities (producing useful products on a small scale, cleaning, gardening, recycling, looking after children, etc.), and were resilient to wider economic problems. These businesses usually had a low profile and the contribution they made to integration was barely recognised.
Statements from representatives of institutions and civil society

Menna, Massimo di Menna secretary-general of the trade union UIL-Scuola, said he thought that the sustainability of the EU depended on the
14 Appendix II, p. lx.
34
success of cohesion measures, and that the main priority for cohesion was working towards inclusion, especially through education. A more flexible education system was required that was more attuned to people as individuals. Olivero ero, Andrea Olivero spokeswoman for the Italian Third Sector Forum, commented first of all on the gap between basic education and vocational training, when in fact the transition between the two should be seamless. Governments should ensure that their education systems were more integrated and inclusive, to prevent cultural exclusion in particular. Civil society also had a role to play in creating a culture in which people participated in society and could develop their potential. People needed to be wary of focusing on short-term measures, when life-long learning was in fact the only tool for meeting current challenges. It was important not to allow education and training to suffer as a result of the crisis. Quite the opposite: instead of putting education and training on hold, there was a need to step up investment to ensure they could provide a strategy for getting out of the crisis.
Education and vocational training as tools for social inclusion: Aviana

Bulgarelli 15 , director of Cedefop (European centre for the development of vocational training), said statistics showed that poverty was caused by not having a good enough education to get a quality job. People who were not well-educated had been worse affected by the economic crisis. Forecasts suggested that over the next ten years, 80 million jobs would be created in areas requiring a high level of knowledge, and there would be fewer routine jobs. Given that a certain level of skills was required to access training schemes, the first step needed to be reducing the number of young people dropping out of school (currently 15%), and finding solutions for the 78 million people who did not have skills or qualifications.
Social inclusion and new forms of poverty - a proposal for a methodology: Paolo Coceancig16, social worker at CSAPSA (an Italian
social cooperative for inclusion), listed the new categories of poor people: workers who did not have a stable job, people approaching
15 16 Appendix II, p. lxvii. Appendix II, p. lxxii.
35
retirement who were unemployed, and people in debt. He suggested drawing up a local jobs pact between local authorities, social cooperatives, job centres, trade unions, the voluntary sector and businesses that had been made aware of employability issues. He said that social workers were professional educators who knew how to successfully implement projects for improving people's job prospects, and could tell policy makers about the problems they encountered in their work.
The role of vocational training in getting people back to work:

Tommaso Grimaldi 17 , secretary-general of EVTA (European Vocational Training Association), explained that prevention was key. In the 1990s, people who were unemployed or out of work were often blamed for their predicament. However, vocational training should be a public service that anyone could access and it was important to make sure people knew about the service, bring it up to date, and make it more attractive. He gave several examples of good practice. i) In the project Trade Union Learning Representatives in the UK, trade union delegates used the good relationship they had with workers to encourage them to follow training programmes. ii) The Visa-DIF project in the Centre region in France had been set up to encourage people to gain skills, and thereby prevent them from being excluded from society. This training programme was designed for businesses: participants followed short training modules tailored to their individual needs and received a certificate on completion. iii) The Key to mobility project allowed disadvantaged young people to gain professional skills which were internationally recognised so that they could access further training programmes or get a job in another country.
Good practice for integrating women from disadvantaged backgrounds into the labour market: Neus Pociello Cayuela 18 ,
general-coordinator of the Spanish AROA foundation, explained how the organisation had been set up by a group of professionals from the health, social work and care sectors to provide a holistic approach for their target group. The organisation focused on integrating vulnerable women (especially immigrants) using an
17 18 Appendix II, p. lxxv. Appendix II, p. lxxx.
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integrated training strategy which dealt with people as individuals. This strategy of empowerment involved recognising how personal development could help to change the individual's personal and social situation. Several people at the meeting then spoke about their own experiences: A woman involved in a vocational training project similar to the school for second chances asked Lionel Urdy for technical assistance in organising the initiative. A mother talked about how her son and ten other young people with a disability had taken cookery courses and had managed, with their parents' support, to set up a type B cooperative (integration through work) a restaurant in Florence. A woman representing a not-for-profit HR organisation which had been operating in the Italian region of Friuli since 1992 described what her organisation was doing as regards education (working together with schools). The basic idea was to increase the number of migrants and other newcomers to the region participating in secondary and higher education and inform them about initiatives promoting training and employment across the EU. A representative from an organisation specialising in supporting asylum seekers (ALCCI) said that there was a need to consider the time variable so that all areas of learning (language, society and culture in the host country) could be managed in vocational integration programmes which were legally limited to six months, so that asylum seekers could start to build a future in the host country. Two people representing a charity spoke about their project which had been set up 15 years ago by a group of women at a Roma camp. This project was called Mani di donne (literally, Women's Hands) and had involved setting up an embroidery and sewing workshop to help these women develop their skills and gain paid employment. The workshop subsequently adapted to the market and now involved mending clothes and ironing. Experience showed that this type of
37
project should be organised in a network and should be supported by local authorities. A woman from an organisation of housewives highlighted the problem experienced by women who had to find a job during the economic downturn but were not aware of the skills they had, the time required for these skills to be recognised, or the time required for them to gain new skills. In June, the organisation should get the go-ahead for an employment agency project which aimed to provide contacts and mentoring for women to help them find a flexible job. Marco Revelli summarised the discussion by highlighting the lessons to be learnt from the statistics, examples of good practice, and aspects to watch out for in policy-making. He highlighted the fact that training, mediation, a personalised approach and good relationships were required to provide successful support to people excluded from society. He said that urgent action was needed to tackle extreme exclusion, pointed out the impact that leaving school early had on getting a job, and repeated the call for preventing cuts in education budgets. After lunch, Franco Chittolina director of the centre for research at Chittolina, the Cassa di Risparmio di Cuneo Foundation, opened the session by flagging up the following issues: i) access to jobs and maintaining jobs would increasingly depend on investment in training in the medium and long term, ii) further research was required into trends in the types of job vacancies available and iii) there was a need to ensure that everyone had a decent income. The workshop had involved discussing who was responsible for what, and measures that should be put in place. Burns, Brendan Burns EESC member (Group I), said he was disappointed that there were not more employers representatives at a workshop dealing with access to jobs, and underlined just how important these stakeholders were. He suggested discussing qualifications, as he thought that qualifications alone were not sufficient. He supported the idea of task-by-task learning in the workplace. Given the current changes in the job market, the same person would gradually be asked to carry out more tasks and that was exactly what employers
38
needed, which was why there was a need to improve the ways in which people's actual skills were recognised. Nyberg, Lars Nyberg EESC member (Group II) said it was a shame that more trade union representatives had not attended the meeting. He suggested thinking more about how exclusion could be avoided. He said that although initiatives taken by the private sector and civil society were often successful, the public sector also needed to ensure it fulfilled its responsibilities. Funding was required to enable Member States to meet their ambitions, and funding could be obtained through taxation for example. Melenaere, Robert de Melenaere EESC member (Group I), said he thought that it was not only employers that created jobs, but also coordinated action between employers and employees. He said that the construction industry in Belgium employed 200,000 people, but every year 20,000 new workers were required to replace workers who left the industry. It was difficult to find people to replace them precisely because the new workers often did not have the right specialised training. In a 'knowledge society', education and training systems should provide the basic tools for accessing jobs. Hansen, Peter Hansen EESC member (Group II), provided a few examples of good practice from Swedish employers who had employed disadvantaged groups, but also criticised employers who avoided giving work experience opportunities to graduates who were migrants. There was a need to re-consider education and training within the framework of the European initiative New skills for new jobs by thinking not only about prestigious training courses but also by preparing job seekers for all job vacancies, including care services to the elderly (which accounted for 80% of new jobs in the United States). Iersel, Joost van Iersel EESC member (Group I), gave an example from the Netherlands, where consensus between the social partners and the work carried out by mediators such as the chambers of commerce had created a model of flexible cooperation, which was preventing unemployment. The role of governments was not to create jobs, but rather to create an environment which was conducive to employment, in other words i) modernising the education system
39
and ii) finding the tax tools which would help to fund on-the-job training. As regards migrants, there was a need to combat prejudice, recognise their value in the labour market, and ensure that they could be better integrated through training programmes. Verboven, Xavier Verboven EESC member (Group II), highlighted the drop in income which would occur when someone lost their job household income would drop by at least 80% if two people were unemployed. He also pointed out the need for appropriate training for workers over 50 (in some countries 50% of workers were in this age bracket). It was clear that the responsibility for educating people lay with the education system, but the social partners needed to negotiate suitable approaches to ongoing training at work. A woman representing an Irish trade union described how the economic crisis had put an end to the recent growth in employment in Ireland (4.6%). The unemployment rate had gone up to 14% and the least qualified people were the worst affected. Better support structures were therefore required in society, as was a more responsible employment policy. Boyle, Sandy Boyle EESC member (Group II), said that formal education was essential for gaining access to the job market. Previously, young people had been able to work in the financial sector without qualifications, whereas now they needed a degree. She said that educating people on how to manage their money was an important factor in the process of integration, as it prevented people falling into too much debt and being excluded from society. A lecturer at an Italian polytechnic said that in Italy, classes at staterun training colleges were often integrated into secondary education, which reduced the number of hours of "practical" learning. The lecturer also emphasised that students should attain a certain level of basic education before starting to specialise. Aviana Bulgarelli used the word "flexication" (flexible education) to underline the need to make training pathways more flexible, and allow people to build a career over the longer term. There was also a need to strengthen links between educational establishments and businesses.
40
Lapeyre, Jean Lapeyre an alternate at the EESC (Group II), pointed out that the economic crisis was acting as a machine for social exclusion and that there was a need to prevent unemployment at all costs. Employers therefore needed to work out how to avoid laying people off and provide training opportunities for their least qualified members of staff. Before bringing the session to a close, Franco Chittolina added that investment in education and schools, colleges and universities should not come into the equation when calculating public debt. After the coffee break, Andr Mordant the workshop rapporteur, Mordant, summarised the proposals which had come out of the presentations and debates. On a personal note, he said that education was a right and that the state education system was the main way of ensuring that this right was respected. Education should be inclusive, and this required a change in approaches, structures and systems. Education also involved targeting the most vulnerable people to ensure they were included in society. Access to the labour market was certainly important, but a job had to provide a reasonable quality of life which was why the availability of decent jobs was such a key issue.
WORKSHOP 3 Education as a gateway to the exercise of rights: Active inclusion

The chair of the workshop, Giovanni Moro, president of Fondaca and Moro founder of the Active Citizenship Network, opened the workshop by outlining the three main pillars of active citizenship. These were: civil society's commitment to education; community work acting as a formative experience, a way of getting people involved in society and allowing the most vulnerable people to gain skills; and strategies linked to formal education - particularly informal education, carried out by active members of the community. Mr Moro said how disappointing it was that national governments were not particularly involved in these issues, failing to meet people's high expectations.
41
Experiences of civil society and the social partners The same rights for everyone: Marie-Ccile Renoux19, delegate from MarieATD Fourth World to the EU, talked about the people's universities. The universities focussed on promoting dialogue, and mutuallyenriching encounters between people living in extreme poverty and volunteers. People living in poverty were empowered to gain knowledge, and thereby improve their self-esteem. The poorest people had a lot to teach us about their experiences of life, and gradually came to understand the value of their experiences. Nonformal education and life experiences thus acted as a substitute for formal education. The educational aspect of these sorts of projects needed to be developed for and in discussion with the people involved.
The role of the social partners in providing information and training on rights-based issues: Beniamino Lami20, national secretary of FLCCGIL (a teacher's trade union), emphasised that the inclusive nature of the Italian education system was due to the Italian constitution. Work and education were not only fundamental rights but also instruments for building the concept of citizenship. Mr Lami pointed out however that talking about the big ideas was not enough they needed to be properly implemented, as was the case for people with disabilities, or the issue of migration which had become a permanent feature of our multi-cultural societies. Through the interaction of identities, intercultural exchanges, equality and solidarity allowed us to develop a more mature society, both in terms of civil society and politics.
The exclusion of young people at an early stage from education and training networks: Cesare Moreno president of the organisation Moreno,
Maestri di Strada, emphasised that the process of including disadvantaged young people was not the result but simply the start of a process enabling them to internalise the law and become an active part of a community. Communities should be seen as a place for building relationships between people, and should be based on the idea of giving and receiving. Education was one way of
19 20 Appendix II, p. lxxxii. Appendix II, p. lxxxix.
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combating the economic crisis but should not be seen simply as bringing economic benefits - the focus should be on the benefits education would bring to society.
Education as a universal service: Alessandro Martini 21 , director of

Caritas in Florence, emphasised that education should enable the whole individual to grow and develop. It was therefore important to know how to listen to others and their needs, so that through education, people could learn about solidarity and giving and receiving. Dialogue was the main tool for education, and ensured freedom and social justice.
Statements from representatives of institutions and civil society Right of access to funding: Denis Stokkink22, president of the think
tank Pour la solidarit (For solidarity), said that the right of access to funding was an essential tool for ensuring people were fully involved in economic and social life. Unfortunately, large numbers of people were suffering from financial exclusion and debt. To tackle the problem, there was a need to develop initiatives to educate consumers and forge partnerships with NGOs, public bodies, and the private sector, to ensure that all target groups could be reached.
Citizenship and the constitution: Simonetta Fichelli23, from the Italian

ministry of education, universities and research, gave a presentation on the 'citizenship and the constitution' course which was compulsory for all students. The aim was to encourage students to be active citizens and be more aware of their behaviour, through an indepth analysis of the values and principles of the Italian constitution, as well as the key principles of the EU and other international conventions. The idea was not only to pass on knowledge, but also to give young people a learning experience that allowed them to become active, informed members of society.
The right to education on human rights: Emmanuel Decaux lecturer Decaux,

in international law at the University of Paris II and member of the
21 22 23 Appendix II, p. xc. Appendix II, p. xciii. Appendix II, p. xcvii and civ.
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consultative committee of the Human Rights Council of the UN, described the legal principles both in terms of binding legislation and declaratory law. He stressed that the right to education on human rights was both a right in itself and also came under the broader right to education. He also said how important it was to make this right effective in practice, and that the same was true for the right to health. Rosario Iaccarino24, the national head of training at FIM CISL (Italian federation of metalworkers), emphasised that having an unstable position in society made people feel indifferent and intolerant and undermined people as individuals. There was a need take on the challenge of education by moving from law - which was an individual concept - to duty, which was a social idea, and from theoretical ideas to day-to-day values, by encouraging people to take control of their own lives and at the same time act as responsible members of society who knew how to give and take. Sergio Marelli25, secretary-general of FOCSIV (an Italian federation of international Christian voluntary organisations), said that education was a gateway for accessing all the other rights and in itself had great potential for helping children and young people become active members of society. The right to education should also be guaranteed in developing countries, where it was under threat due to the current model of development which because it failed to put the individual first was a factor in people leaving school early. Of course, the problem was also very serious in less developed countries. A joint effort was required to improve the situation and the EU should play an important role and should in particular suggest a better indicator for measuring the quality of education. Luisa Bosisio Fazzi 26 , president of the Italian national council on disability, emphasised that fact that disability was above all a social construct which should be tackled by inclusive forms of education. Approaches to disability could be seen as a way of measuring the real extent to which education is accessible to everyone.
24 25 26 Appendix II, p. cv. Appendix II, p. cviii. Appendix II, p. cx.
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A discussion ensued. Mr Massa (FRC, Naples) talked about the issue of people dropping out of school early and the need to define common objectives at EU level. The deputy president of the province of Pisa talked about the relationship between informal education and civil society on the one hand, and formal education and politics on the other. Mr Gennari (head of a school in Tuscany), spoke in more general terms about the fundamental role of education in training people to be active members of society. After lunch, the rapporteur Stphane Buffetaut opened the debate by highlighting some of the issues that had come up in discussion: the need to ensure that rights really were effective in practice; the fact that the exercise of rights was not only an end in itself but rather the ultimate goal was ensuring the dignity of the person exercising those rights; the idea of education as a two-way process in which even the poorest people had and realised that they had a lot to contribute; the fact that vocationally-oriented training was often not provided to young people for ideological reasons; the need to provide forms of education that not only passed on knowledge, but also taught people about how to behave in society and, finally, citizenship the negative impact of family break-up on children; the fact that being a member of society did not only involve exercising or claiming rights but also fulfilling duties and responsibilities, corporate social responsibility (CSR), the role that the elite had or should have in serving society and in ensuring people were included in society. Various people then contributed to the discussions. Mr Moro said that it was important for businesses to engage in CSR activities but that this was not an easy process; Mr Macario (a student from Genoa) spoke about education as a network, a way of exchanging experiences and good practice; Mr Loni (representing an Loni organisation of people with disabilities in Tuscany) said that it had been difficult for people with disabilities to attend the conference and this was a good example of how admirable ideas were often preached but not put into practice and also spoke about the need to involve the people you wanted to help. Mr Robyns de Schneidauer (EESC member) spoke about the responsibility that the media had in educating people about managing their money. Mr Santostefano (from the IRES the Piedmont Social and Economic Research Institute) talked about the need to open up spaces for informal
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education; Ms Renoux (ATD Fourth World) said that the Renoux development of a society could be measured by the extent to which it sought to improve the quality of life of the most disadvantaged people, and spoke about the need for education to be a two-way process; Ms Bosisio Fazzi (Italian national council for disability) talked about the need to ensure that everyone really did have access to education; Mr Moreno (from the organisation Maestri di strada) said that the EU should draw up a list of vocations and projects related to education. He said that the people who were excluded from society provided an indicator of the health of that society, and that there was a need to evaluate education programmes. Ms Fichelli (from the Italian ministry of education, universities and research) talked about the role of state schools, and informal education. To conclude, Mr Buffetaut presented his proposals, emphasising that the victims of social exclusion should become stakeholders in the support which was provided to them and in the educational process. He also talked about the importance of quality and fairness in the process of educating and including people, and said that everyone had a responsibility for ensuring that people were included. A few suggestions for amendments were made from the floor, these were accepted by Mr Buffetaut, and the proposals were then adopted. Mr Moro closed the debate, and stressed that the conference really had enabled the EU to explore specific problems and take the important step of connecting with its citizens and people who were excluded from society. ________
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SATURDAY 22 MAY
session: Closing session: Findings and conclusions Introduction and recap of workshop proceedings
O`Neill, Ms Maureen O`Neill Member of EESC (Various Interests Group), and rapporteur for Workshop 1 "Education as a gateway to social engagement: the foundations of inclusion" stressed that in the process of identifying social inclusion foundations it was important to look at Europe in a global context. There was a need to look at local issues but also at how people as European citizens could affect progress in other countries. Ms O`Neill further emphasised the importance of the ILO Declaration on Social Justice for Fair Globalisation. Presentations that formed part of the workshop considered the way families should be supported and how cooperation with young people could be enhanced. Ms O`Neill appreciated the input of the European Commission that had in her view enabled us to see steps that were currently being taken. There were very important ongoing issues connected with immigrants. In this way it remained important to remember that migrants had their particular skills and heritage that should be recognised and their differences should be valued in the same way as their similarities. Another important part of the discourse was active citizenship. Ms O`Neill said that active participation was the key element and it was important to enable young people to be part of the solution for the difficulties they faced. Presenters and participants reached agreement on four particular issues that, according to Ms O`Neill, need to be highlighted to the European Commission and to the European Council: early childhood, education providers, language provision and discrimination. The main points arising from these agreements were that it was necessary to support early childhood education as the basis for a good educational background for the future development of children. Then it was essential to support education providers, to make sure teachers were properly trained. A significant part was linked to the impact of IT technologies and ways to enable
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people to access and use these technologies for their own development. In the third proposal, linked to language provision, the need for immigrants to know and understand the language of the host country was highlighted, and the fact that this specific training should be supported by the EU. In the context of discrimination, the problem of Roma children was mentioned while it was emphasised that antidiscrimination policies were essential in this field. Equally essential were fundamental rights in EU policies that remained a crucial element in the proposals issued during the workshop. Mordant, Andr Mordant EESC member (Employers' Group) and rapporteur for workshop 2 "Education as a gateway to the labour market: making inclusion real" began by drawing attention to the general concern around education funding. He noted that more than ever at a time of crisis, public financing of education and training was an essential investment that ought not to be affected by budget cuts and that, on the contrary, all the necessary resources should be put into reaching education goals. Civil society was very well represented at this workshop and several initiatives were presented: the experience of the Second Chance School in Marseille, which demonstrated that vocational training is only possible if gaps in basic qualifications and social skills are filled; a project run by a women's association in Tuscany to help Roma women to get into employment by setting up a sewing and ironing workshop; an association working with homeless people, which showed that understanding people's individual situations is a vital starting point for the process of social inclusion and that access to some kind of activity, no matter how modest, allows people to recover dignity and recognition and ultimately exercise their rights; and a French organisation working with travellers, which stressed that efforts to include these population groups should not focus on the introduction of special measures, but on taking their specific situation into account in measures directed towards the population as a whole. Mr Mordant noted that one thing that had emerged very clearly was the direct link between the quality of education and high-quality jobs: social inequalities led to disparities in access to education, educational success and access to skilled jobs. He stressed that it was worth bearing this common ground in mind, adding that the same thing applied when it came to access to ongoing training: i.e. the least educated did not have access to it. The workshop participants supported the objectives of the Europe 2020
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Strategy for the share of early school leavers to be brought down to less than 10%, and for at least 40% of young people to have a tertiary degree. However, qualifications were not enough in themselves: they also needed to be adapted to the realities of the labour market. Mr Mordant stressed that education was a right that was fundamental to self-realisation and development. Whilst governments were responsible for the education system, the task of the social partners was to reach global, regional and local agreements on ongoing vocational training and contribute to the further development of the European Qualifications and Skills Framework. With regard to workplace training, employers and workers' representatives needed to seek consensus and promote training based on the needs of the enterprise. The participants called on the European Union to recognise and support the role of organised civil society in implementing creative solutions: the social economy, cooperatives and volunteering, which played an active role in educational support and combating illiteracy. Mr Mordant stressed that particular efforts were needed to make it easier for women to enter the labour market and stay there, since in 17 Member States, women's difficulties in accessing employment (part-time work and single-parent families) and the gender pay gap meant that they were the first victims of poverty. Improving women's working conditions and access to employment would lessen the risk of labour shortages and reduce situations of poverty. Lastly, the rapporteur stressed that immigration laws should facilitate integration and view immigrant workers as full citizens, with a new contribution to make to society. This would mean not only providing immigrants with access to the full range of services and the education system but also safeguarding their right to educational success, so that they would be have the capacity to take their place in society on leaving school. Stphane Buffetaut, EESC member (Employers' Group) and rapporteur for Workshop 3 on "Education as a gateway to the exercise of rights: active inclusion". This workshop organised its work along very practical lines, based on the contributions of stakeholders working in this field, who showed how, through their educational activities, they were able to restore the dignity of socially excluded people prevented from exercising their rights. In particular, access to finance, disability concerns, education to foster citizenship and civic mindedness (education on constitutional rules) were among the
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subjects discussed. It is important to enshrine rights, but it is even more important for everyone to be able to exercise them in practice and to secure them through legal guarantees. The workshop stressed that trade union organisations and corporate social responsibility played a part in gradually integrating excluded people into the job market through purely educational activities and by imparting social rules. Mr Buffetaut reports that during discussions, the exercise of rights was not perceived as an end in itself: the end goal was the reaffirmation of the dignity of the socially excluded through their full participation in society. It was a two-way process: it was important for the experience-based knowledge of the socially excluded to be incorporated in the inclusion process. Education is central to the exercise of rights, and when it targets the socially excluded, it should be governed by specific criteria, such as reciprocity and "resocialisation". Non-formal and informal education (provided by NGOs, families, companies and the media) is better suited to this purpose, whereas formal education tends to reinforce exclusion by failing to cater for these specific needs. We need to approach multiculturalism realistically, stressed Mr Buffetaut. There are cultural tensions in Europe and, in all cases, education must be used to promote understanding and so make multiculturalism an asset. Special attention was given to people with disabilities, who are often unintentionally discriminated against and, as a result, suffer very marked social exclusion on the labour market. Mr Buffetaut concluded by pointing out that levels of social exclusion could be used to gauge a society's health. There are 78 million EU citizens living below the poverty line. Since nobody could consider this an acceptable figure, the workshop participants called for the Europe 2020 strategy to include qualitatively and quantitatively ambitious goals for reducing extreme poverty, accompanied by relevant monitoring arrangements.
The institutional perspectives

Durant, Isabelle Durant Vice-President of the European Parliament, said that Europe only made sense in terms of the men and women who were part of it, and that the very uncertain situation many found themselves in was a matter deserving of our time and attention, even during the election period in Belgium. She was very interested in the work of the conference and hoped, given the obligation introduced
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by the Lisbon treaty for the European institutions to engage in dialogue, that it would catalyse more substantial interaction between their work in the future, especially between that of the European Parliament and the EESC. Social exclusion had not begun with the financial crisis, but the crisis had aggravated the situation. In particular, it had exacerbated new social problems: the working poor, the higher burden of housing costs on family budgets, single-parent or reconstituted families, etc. Even if the EU did not have exclusive competence in the sphere of education and the fight against social exclusion, certain matters being discussed had a direct bearing on those issues. Coordinating economic policies and regulating financial markets, above all, had implications for social policy: if the financial markets were allowed to speculate on a country's fiscal position, governments would be even more likely to take austerity measures that could have knock-on effects on reintegration agencies, employers, local stakeholders, services of general interest and other social services, with even more dire implications for the future. What was needed now was good economic governance and budget discipline, but these must be socially acceptable. It was also necessary to address the way budget discipline was financed, by making the tax system more progressive and introducing a tax on financial transactions. The Europe 2020 strategy should also include social exclusion, but its objectives and content did not go far enough. There should have been an evaluation of the previous strategy so as to learn from past mistakes. Moreover, the European Parliament had not been able to pass a joint resolution with an explicit and firm message concerning the fight against poverty. Combating social exclusion had nothing to do with welfare, dependence and provision of short-term solutions. It was about restoring people's dignity and standing, which depended on the good will of those working for social services, companies, schools, associations, etc. This called into question our model of development based on consumerism and quantitative objectives. The debate must be led by both the institutions and civil society organisations, so as to bring Europe closer to its citizens and make it more appealing to future generations. Bibiana Ado Almagro 27 , Spanish Minister for Equality, began her speech by stressing the vital role of education for any society as it
27 Appendix II, p. cxiii.
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represents the pathway towards full integration. Education empowers us, levels us, makes us aware of our situation and prepares us to make decisions and join the labour market: indeed, we could say that it condenses the main principles enshrined in our Charter of Fundamental Rights, such as freedom, equality and cohesion. In order to be functional, in order for education to be an effective path towards a better society and a better world, it must comply with the principle of quality through equality, pursuing excellence without sidelining integration, offering students truly equal opportunities regardless of their background or of any special requirements that they might have. In Ms Ado Almagro's opinion, quality without equality turns education into nothing more than a breeding ground for elitism, which can only lead to segregation and discrimination a failure that Europe cannot allow, for any society that segregates is not only unfair, it is ineffective. Discrimination deprives us of human capital, of the skills and talent of those whose rights to full integration and participation are curtailed. We are more than familiar with the false premise that a period of crisis is the wrong time to draw up legislation or implement measures to increase equal opportunities. This is not only unfair but completely untrue: it is precisely during times of crisis that we need the contribution of every man and woman in order to drive forward the European venture, without exclusion. Ms Ado Almagro went on to stress the importance of the partnership formed by education with equality, because it is the only one that is inclusive, that leaves no talent undiscovered, that sees training and grants not as an expense but as an investment an investment in competitiveness and social cohesion and in people, and one that will generate a return in the form of a trained workforce willing to work for the wellbeing and progress of society as a whole. Today it is clear that education with equality is our most powerful tool when it comes to realising the new model of growth that we wish to build over the next decade. Ms Ado Almagro pointed out that society is currently undergoing the effects of the worst economic crisis that Europe has known since the Second World War, which has led to high unemployment, particularly among young people, and is resulting in the adoption of tough adjustment measures in various Member States. Our efforts are focused at present on building a new model of growth the Europe 2020 Strategy which, guided by the principles of intelligence, sustainability and integration, aims to achieve a knowledge-based economy that uses resources efficiently
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and delivers greater social and territorial cohesion, so as to ensure that, within ten years, 75% of the population is in employment. Support for education and lifelong training takes on particular importance against this backdrop, given the efforts being made by the EU-27 to redirect our economy towards values such as knowledge, innovation and high-quality employment. However, we must be aware of our position at the start of the process, and of the weaknesses that Europe displays when it comes to education. The situation calls for serious reflection, along with planning and joint action, since a higher level of education means easier access to highquality jobs, which in turn foster social inclusion as well as generating wealth and combating poverty. Ms Ado Almagro went on to mention the meeting of the Council of Education Ministers in May, which gave the go-ahead to the EU's objectives in this area, in the context of the 2020 Strategy: to reduce the school drop-out rate in Europe to 10% and increase the number of people with a university or higher vocational qualification to 40%. These are ambitious but realistic goals, as the different Member States will have to establish their own national targets in the area in accordance with the Commission and with those already set for the EU overall. Ms Ado Almagro stated that the goal of the Spanish presidency of the Council has been to place education and its social and inclusive aspects at the heart of the EU 2020 Strategy, and to protect the public from all forms of discrimination, as a new accomplishment for Europe, the home of rights and freedoms. Cerrito, Pietro Cerrito Confederal Secretary of CISL (Italian Confederation of Workers' Trade Unions), began his speech by explaining that through the Europe 2020 Strategy, the European Union had taken a step forward with respect to the Lisbon Strategy since economic growth supported a set of other qualitative factors. It was a more ambitious and complex strategy, but also set out very interesting objectives. He nevertheless questioned whether the proposed instruments were capable of supporting the EU objectives it set out, especially in the current crisis. He explained the paramount importance of implementation tools that were adapted locally to the needs of regions. He stressed the need to give attention to the indicators used, because between 2000 and 2008, when economic growth had been quite stable and employment was on the rise, Europeans had gradually become poorer. To combat social exclusion and poverty, it
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was not enough to rely on the market and hope for growth, nor was improved access to the labour market enough in itself. Additional resources had to be created. Economic austerity had to be reconciled with the key importance of education and vocational training and counselling. Cerrito pointed out that the EU had to establish common indicators for measuring poverty and areas of deprivation, in order to set up appropriate and better performing programmes. He pointed out that, in addition to EU efforts, national governments also had to make an effort to reorganise the distribution of income, especially at a time when resources were scarce. Welfare could not be replaced with "workfare". It was not a question of replacing existing social protection with better access to jobs. This would not reduce marginalisation and social exclusion. Dell'Olio, Tonio Dell'Olio Associazione LIBERA, focused on LIBERA's work to fight crime and promote a law-abiding culture through education in Sicily and throughout Italy. He stressed that in a sense the educational side of dealing with social exclusion was an issue that cut across all areas of LIBERA's activities. The association sought to make its own informed and responsible contribution by using typical civil society tools to fight organised crime in order to promote a democratic law-abiding culture. One key instrument used by the Association was memory, which was mainly understood as the remembrance of those who have paid with their lives to oppose the Mafia so that their sacrifice would not be forgotten and in order to pass on a heritage that should not be lost to future generations. Indeed, forgetting would be the greatest gift we could give criminal organisations and keeping memory alive was absolutely indispensable. He explained that another important tool was information. There was a risk of seeing education almost exclusively in terms of educational institutions, whereas there were other channels for passing on information, which had the educational capacity to overcome the challenge of social exclusion. With regard to the issues facing the Association, it could be seen that the Mafia was still being discussed in terms of obituaries and crime and court columns, without promoting, for example, the role of investigative journalism, whereas the Mafia had now infiltrated and drugged the economy of the European Union and other parts of the world. LIBERA had set up training projects and education programmes to promote a law-abiding culture that targeted schools as well as the
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street, where efforts had to be even stronger. Dell'Olio went on to explain that educational and training efforts also had to target adults, especially policymakers, local officials, and information providers. He then moved on to another aspect of LIBERA's experience, namely the social use of confiscated assets. In 1995, LIBERA circulated a petition calling for parliament to pass a law authorising the confiscation and social use of mafia and corrupt assets. Once adopted, this law struck at the heart of Mafia interests: property and wealth. It made it possible to set up cooperatives to cultivate land confiscated from the Mafia, which in turn created jobs in the most crime-ridden areas. LIBERA intended to launch an EU-level campaign to petition the EU for a directive authorising the social use of confiscated assets in all EU countries. Dell'Olio concluded his statement with a short story about the Camorra affiliation of a boss, who in earlier years had been a known prison chaplain, illustrating how early experience could condition a young person's future. Organised crime often got to young people before civil society. Getting there second was no longer an option. Mario Monti, President of Bocconi University and member of the Monti Reflection Group on the Future of the EU 2030, began by recalling his extremely positive relations with the EESC during his 10 years as a member of the European Commission. He added that under Mr Sepi's presidency, the Committee had taken another significant step forward. Speaking on the theme of the conference, he contributed personal reflections stemming from his two perspectives of social exclusion: his perspective as a committed University academic and his prospective as a committed proponent of European integration. In the education system the problem of social exclusion was addressed mainly at the primary and secondary school level, as was clearly demonstrated during the first workshop. However, university-level education also had a part to play in the fighting social exclusion. This involved combating prejudice and pre-established interests. Professor Monti raised the subject of free university education and services to students aimed at transcending certain dogmas and creating genuinely inclusive and meritocratic universities in order to combat corporate interests. Following the economic, financial and social crisis, Europe should shed its traditional hang ups about giving more attention to social considerations than other continents. The crisis had led culturally distant parts of the world to focus more attention
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on social considerations. This had coincided with the entry into force of the Lisbon Treaty, setting out the EU's intention to create a highly competitive and sustainable social market economy. Thus, the concept of creating and managing an integrated EU-level social market system had been born. Poverty and social exclusion were relevant because unless we improved our handling of the link between an EU-promoted market and social policies that were being managed with increasing difficulty at the national level, citizens would grow disillusioned, if not hostile, and this disillusion would be directed not only at the market that also at integration, the cornerstone of the European Union. Monti argued that weakening the single market would solve nothing. This would mean less growth, less development, less competition, and more poverty. He recalled that, not long ago, the EU-level social partners had issued a joint statement stressing that the single market that been Europe's greatest concrete experiment in inclusion and had allowed the new Member States, to make significant progress not only in terms of establishing democratic institutions but also in increasing employment and social openness. Professor Mario Monti believed that greater attention had to be paid to social policies in order to counter the collateral impact of the functioning of the integrated single market on the Member States' capacity to carry forward effective social policies. Rossi, Enrico Rossi President of the Tuscany region, began his statement by promising to communicate the conference's message locally and to use the extremely interesting material it had produced for the next regional development plan. He commended the biennial conference's importance with respect to finding solutions to the economic crisis, rising poverty and the many contradictions facing us during this period. Europe had to tackle poverty and social exclusion. Seventeen percent of EU citizens were struggling on inadequate incomes, which excluded one out of five Europeans from many activities that the rest considered normal. This was a hindrance to economic recovery and growth. It was a harsh reality created by unemployment, precarity, inadequate sanitary conditions and obstacles to the enjoyment of cultural, sports and leisure activities. There was a problem of racial, gender and religious inequalities. Social exclusion in a European context had to be fought mainly through the development of income redistribution schemes because
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there were injustices which could no longer be tolerated and which called our social model into question. The problem of low incomes was compounded by difficulties in accessing education and training, factors that decided the destiny of so many people. New forms of poverty were emerging. A strong sense of unease had overtaken children from disadvantaged backgrounds; pessimism and anxiety about the future were widespread. Rossi believed that through this event, the European Economic and Social Committee had put its finger right on the problem since Europe's word on social exclusion could indeed be extremely important and decisive, also in contrast with cuts that certain Member States were making to their education budgets. The resources currently allocated to education were below requirements, and there was a risk that financial austerity measures implemented following the economic crisis would further affect this sector. Cuts should not affect such a crucial sector as education. It would be short-sighted to transfer resources from education to social buffers. Schools could not be expected to shoulder the cost of economic recovery. Human capital was a strategic aspect of European competitiveness. Falling behind in this respect would relegate Europe to the sidelines of international development. Rossi maintained that a change of course was required at the EU level, as had also been argued by the President of the Republic, Giorgio Napolitano, in his opening message to the conference. He also recalled Article 3 of the Italian Constitution, which stated that it was the duty of the Republic to remove all the economic and social obstacles, which by limiting the freedom and equality of citizens, prevented their full human development. President Rossi also welcomed the goals set out in the Commission's recovery plan, and in particular, the objective calling for Member States to make an effort to cut school dropout rates to below 10% and to raise the percentage of graduates, followed by the objective to promote student mobility in order to develop their skills, spending power on the market and labour market access. The Tuscany region welcomed the Commission's EU 2020 Strategy, which coincided with the completion of region's own strategy. Rossi concluded by stating his conviction that Europe was a key aspect of our present and our future.
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Conclusions
EESC President Mario Sepi began his concluding statement by Sepi thanking European Commission president Barroso for honouring the conference with his participation and seeking direct contact and relations with civil society organisations. He also thanked the European Parliament's vice-president, Isabelle Durant, and the presidency of the Council of Ministers, represented by Spanish Minister, Ms Bibiana Aido. He also extended his gratitude to all the conference rapporteurs and colleagues who had followed all its phases with interest. He recalled that the biennial conference had not just been a "conference of words" since it had involved the participation of all the European institutions and civil society organisations, also through their stands in the Piazza, and turned into a culture event, involving the performance of a Roma and a multiethnic group of musicians on the sidelines of the conference's work. The President had wanted the strong participation of all these people as an expression of civil society, whose wealth and significance lay precisely in the diversity of its parts. In his opinion, a conference that offered such a wealth of diversity could be a significant political and cultural resource for the European Union since its participants had been able to express their views directly in concrete discussions with the institutional interlocutor. The conference had highlighted the very strong link between all civil society components. It was not only at the EESC but also at the grassroots level that the objectives and the methods and tools for achieving these objectives converged. The president went on to explain why education and combating social exclusion had been chosen as the conference theme. Firstly, there were institutional reasons: to give substance to the theme of the European Year. Secondly, because the economic crisis had aggravated the social divide. The figures were disturbing, a section of society was quite literally being cut adrift, and inaction was not an option. It was in a crisis that Europe's significance came to the fore. Greater capacity to coordinate economic policies was required to get out of the impasse. The third reason was social: social inequalities were unpardonable in the European Union. Europe was the product of a social cohesion project. Its founding fathers were not just thinking of the single market and the freedom of movement of goods, but also of building social cohesion. Social policy now had to
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be taken back in hand. Fiscal and social coordination was vital. Without it Europe would soon fall back into difficulty. The task advocated by the EESC built on the one set by Europe's founding fathers. Fifty years ago, the founding Fathers set out to bring about peace by bringing down borders. The EESC called on Europe, and sought as an institution, to bring down all other borders, be they administrative, political or economic. A major project of this type was required in order to bring Europeans closer to Europe with rekindled enthusiasm and in order to help the institutions address the two key problems involved in overcoming the crisis and restoring democratic legitimacy. Mario Sepi believed that the democratic deficit could be filled through robust legislative efforts to apply the Lisbon Treaty. The Charter of Fundamental Rights and the horizontal social clause needed to be put into practice, inter alia, through education. Sepi stressed the impossibility of separating the emergency from development. The building blocks of development had to be laid during the emergency. So long as a quarter of the European population was excluded from development, Europe would be unable to retrieve its competitiveness. The EESC was committed to supporting and assisting the Commission and the other institutions. Dialogue with the society helped to bring new ideas to light and to create harmony between politics and civil society. It was important for the institutions to be more ambitious and more daring. We were living through a difficult patch and we needed to demonstrate a quality approach to tackling the emergency. At the conclusion of this statement, on behalf of the assembly, Mr Sepi presented European Commission president Barroso with three documents summarising the work of the three workshops so that the Commission would be able to use the ideas and proposals put forward by civil society as a basis for preparing complex legislative proposals on the cornerstone of education. Hirsch, Martin Hirsch former French High Commissioner for active solidarity against poverty, former High Commissioner for young people and President of the Civic Service Agency began by emphasising the importance of the conference, which could help ensure that the European Year against Poverty achieved solid results, successfully reducing instability. He added that the Europe 2020 strategy had the potential to help the most disadvantaged people in the EU. He then developed three points on the subject of the conference: 1) There
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was a clear consensus that education was a key factor in combating poverty; however, it had also emerged that our education model no longer served to reduce disparities: in fact it fostered exclusion (early school leaving) and a permanent elite; 2) This system would have to be overhauled rather than added to, since in view of the inevitable budget cuts only the most useful education and anti-poverty measures could be funded; 3) With a demographic crisis looming, Europe would need its young people and its labour force; investment in training and education was essential to avoid a fresh wave of relocations depriving Europe of its industries and services, owing to a lack of skilled workers, and pushing unemployment up. Education and the fight against social exclusion were therefore at the heart of a fundamental problem. The EU could react in a number of ways: 1) by encouraging active inclusion strategies, combining minimum income with access to employment and public services; in France, this strategy had led to the implementation of the active solidarity income, which ensured that access to employment resulted in an increase in income; 2) by setting specific goals, with a forwardlooking approach making it possible to identify levers to achieve these goals, monitoring of results and oversight of the executive's work on these goals by the social partners, MPs and civil society; there was no systematic correlation between growth and a reduction in poverty, hence the need for a social policy which had its own logic and did not play second fiddle to economic policy; 3) the Europe 2020 strategy's platform on the fight against poverty could mimic the role of an R&D unit in a big company, testing new methods and guaranteeing that social measures offered the best cost/efficiency ratio; in France, this experimentation strategy had been used to find answers to early school leaving: measures were tested in certain schools before being made general practice after it had been proven that they were beneficial to the public purse; experimental programmes could thus be designed under the auspices of this platform and then implemented in several Member States in order to identify the cost/efficiency ratio of social policies. The EU had the means to achieve results in the fields of education and the fight against social exclusion. Based on existing theories and political will, instruments could be shaped to achieve the future goals of the Europe 2020 strategy.
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Jos Manuel Barroso 28 , President of the European Commission, prefaced his remarks by stating that he and the competent commissioners would endeavour to respond to the proposals arising from the workshops during the biennial conference. One of the key challenges of the Europe 2020 strategy was to improve social inclusion in the context of economic crisis and major budgetary pressure. A coordinated financial stabilisation mechanism had been adopted to assist Member States facing severe difficulties, but we needed to go further: we could not have monetary union without economic union. This was the purpose of the Commission's proposals aiming to strengthen coordination of economic policies. The top priority now was to rebuild trust, and the challenge was to make budgetary reform compatible with social spending. We needed to invest in social innovation and focus on spending to deliver added value, be it in terms of competitiveness or of social inclusion. Millions of people in Europe did not have the means to live in decent conditions, and the crisis had made their situation even more insecure. In order to deal with this issue, the Europe 2020 strategy was based on the interactions between education, employment and social inclusion, to which five quantified targets and three of the strategy's seven flagship initiatives related. It was important to have a quantified target for combating poverty as well, because employment could not, on its own, deal with this scourge consistently. One of the forces driving the dynamic of competitiveness and fairness that the Commission wanted to bring to bear was education. The figures on access to education within the EU were unacceptable; the EU and the Member States needed to pool their efforts and, beyond what had already been achieved, campaigns were planned relating to education for migrants, reducing school dropout rates, early years facilities, and the social dimension of education and training. This was a vital investment in the future in economic, social and human terms: for creativity, mobility, adaptability to change, entrepreneurship and innovation, and also to foster a culture of openness and fundamental values and to develop active citizenship. Failure at school translated directly into inequality and social exclusion. We needed to invest to ensure that education could live up to its role as a vector of fairness, inclusion and social mobility. This was a long-term project, which had to be
28 Appendix II, p. cxvii.
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supported by social choices and would bear fruit in the next generation. The Europe 2020 strategy had to be put into practice both by the institutions and by society, via a close, solid partnership between the EU, the Member States, the social partners, local and regional stakeholders and civil society. ________
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VIEWS OF THE RAPPORTEURS
Mara Candelas Snchez Miguel

Rapporteur for the EESC opinion on "Education for social inclusion: A tool for fighting poverty and social exclusion", adopted on 28 April 2010
The biennial conference held by the European Economic and Social Committee in Florence from 20 to 22 May 2010 on "Education to Combat Social Exclusion" was divided into three subthemes reflected in the titles of its three workshops, namely "Education as a gateway to social engagement: the foundations of inclusion", "Education as a gateway to the labour market: making inclusion real" and "Education as a gateway to the exercise of rights: active inclusion". The conference allowed participants to conclude that education was a fundamental right that led to social engagement within communities and enabled people to exercise their responsibilities and rights; and that education and vocational training were the surest routes to quality employment, and consequently, to the prevention of poverty and social exclusion. This conference was a great success. The relevance of its theme had a lot to do this. However, its success was also due to its having been structured into three workshops, which facilitated an extremely dynamic and rich exchange of new ideas. All feedback given by participating organisations and other participants during and after the conference left a very positive impression. The opinion on "Education for inclusion: a tool for fighting poverty and social exclusion", adopted by the EESC on 28 April 2010, had already developed some of the themes broached during the conference. In this opinion, the EESC highlights the importance of using education and training as effective tools for achieving these goals.
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The EESC reiterates that the reasons for choosing inclusive education are:

educational, because a quality education system has to be accessible to all from early childhood; social, because education must help change mentalities, by building societies that are free from exclusion, prejudice and discrimination, and economic, because it promotes competitiveness in the face of new economic challenges and new labour market demands.
The EESC reiterates that quality public education for all is a tool that promotes equality and social inclusion. Furthermore, non-formal education exists side by side with, and complements, formal education. Non-formal education is gradually being recognised as contributing to labour market access. The EESC believes that the EU should approach this issue from the perspective of education for inclusion. In its opinion, the EESC recommends that, without losing sight of consistency with previously defined political priorities, the actions to take forward should serve as catalysts for more daring and ambitious commitments in this area, and take in the widest possible range of institutions and social players. The biennial conference took place during a very eventful period. Not only was it held during the European Year for Combating Poverty, but also at a time when the arrangements for implementing the Europe 2020 strategy were taking shape. Thus, the two key objectives concerning education, on the one hand, and poverty and social exclusion, on the other, which were put on hold by the March Summit, were finally approved by the Heads of State and Government on 17 June. On the eve of the European Summit of the 17 June, EESC president Mario Sepi issued a strong statement specifically about the poverty/social exclusion objective urging the adoption of an income indicator, common to all Member States, as a basis for reducing the number of people at risk of poverty by 20 million. We welcome the Member States' agreement on three precise
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indicators for measuring the number of people at risk of poverty or exclusion. The EESC's efforts have borne fruit!
Maureen O'Neill
Rapporteur for WORKSHOP 1 "Education as a gateway to social engagement: The foundations of inclusion"
There were stimulating, challenging and enriching presentations in this workshop, which illustrated the exploitation of children, the difficulties encountered by migrants and the appalling conditions experienced by Roma communities in Europe. Presentations and interventions from workshop participants included solutions and good practice in relation to supporting families, working with young people and involving faith communities. In the nine presentations and the many interventions during the discussion time four underpinning themes seem to occur:

Early Childhood Education Providers Language Provision Discrimination
These formed the building blocks, the foundations, from which progress should be made. New foundations are required as peoples lives change in terms of capacity, where they live, societal changes, age and health. Education has to be considered an integral part of social policy in relation to housing, health, community action, and so on. Education policies alone will not create full social inclusion but they are an essential element. Education is a fundamental right that leads to social engagement in communities and enables people to take up responsibilities and exercise their rights.
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A lack of education and training exacerbates inequalities and therefore social exclusion. The environment is rapidly changing with development of technology and populations shifting both geographically and demographically. The current systems of education are not fulfilling the fundamental role of education and a radical review is required to meet the skills, personal development and integration needs of European society. Europe is faced with illequipped schools leavers and graduates who are unemployed. Some communities are excluded because they cannot exercise their citizen rights. The European society could be threatened by the lack of appropriate, adaptable and integrated systems. All the following proposals should be integral to the 2020 Strategy: Early Years More resources should be invested in early years' education and support for 0-school age in order to foster learning abilities, to reduce later illiteracy levels and early school leaving and to support emotional development and the acquisition of social skills. Specific indicators to measure the impact of participation in early years' education and care in reducing social exclusion in later life should be included in the Europe 2020 Strategy. This emphasis is critical as research and experience has shown that it is not possible to catch up on lost support during these early years. Participants expressed the view that, in addition to quality pre-school care, parents play a tremendous role in equipping the child with the right set of cognitive skills and habits. Families, as providers of informal education, should be supported through programmes offering parental training and guidance, when necessary. Education Providers Developing the synergy and complementarities between statutory, non-formal and informal education is an essential contributor to preventing social exclusion. Co-operation between education providers and the family is crucial in developing flexible educational
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solutions which satisfy the needs of the individual and the community. The potential of faith communities should be used in integrating and educating migrants. Mosques, churches and other cultural centres could play a role of mediator between arriving migrants and the new environment. Migrants should be enabled to participate in civic education and language training that take full account of cultural and religious differences. To ensure a better quality of education and successful outcomes, appropriately trained staff must be involved and supported. Staff should also promote participative and citizenship education as well as support talent and foster creativity among pupils. The issue of early school drop-outs deserves special attention from policy makers. Establishing a cohesive approach between parents and school is crucial throughout nursery and school life. There must be a recognition and support for the wide spectrum of learning opportunities across the whole life span (early years, school, work, continued personal development etc.). Language Provision The importance of providing quality language training for migrants is critical. Isolation and exclusion will follow if sufficient attention is not given to enabling people to learn the language of the country in which they live. The capacity to communicate is a prerequisite for successful social inclusion. Sufficient time, human resources and finance must be invested at all levels to achieve positive outcomes. Both spoken and written language skills are essential to enable individuals to participate in education, employment and to become fully integrated citizens. A range of providers should be developed and supported.
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Roma The issue of Roma was central in the discussions on discrimination. Participants saw particular problems of Roma communities in accessing essential services and in exercising their fundamental rights as EU citizens, including access to education. Roma suffer from discrimination, stereotyping, neglect and abuse. They often live in appalling conditions and new generations of Roma cannot avoid social exclusion. Existing measures and programmes are not sufficient and more should be done to address these problems. The European Parliament was specifically asked to make sure that action is taken to ensure that the Roma communities are recognised as full European citizens. Other proposals

To extend exchanges with students in other countries to build relationships better understand different cultures. To encourage students and community groups to work alongside migrant communities to assist with integration. To develop a strong emphasis on harnessing the skills and heritage of migrant groups and focus on the potential in cultural differences. To utilise creative methods to illustrate issues, enable exchanges of views and to build confidence. To enable the participation and empowerment of young people in decision making processes which affect their futures. All members of European Society must be encouraged to take responsibility and become active citizens.
Conclusion The fundamental question is what kind of education is needed in the future and whether the current provisions meet the intended goals. It is clear that one size fits all is not an effective strategy to tackle social exclusion and that a multifaceted approach at EU, national and local level is required.
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Andr Mordant
Rapporteur for WORKSHOP 2 "Education as a gateway to the labour market: Making inclusion real"
As I have already had occasion to observe, I believe this conference has been extremely successful for a range of reasons. Amongst these, I would stress the importance of the theme chosen and the depth with which it was discussed during the three workshops. But I would also stress the commitment of a fairly eclectic group of participants to finding concrete solutions. In essence, what I took back from this conference was a memory of warmth and human commitment. The participating organisations expressed clear satisfaction with this opportunity to explain their activities and to be heard. Of the three workshops, Workshop 2 was the most likely to trigger opposing views because it concerned the more "practical" (not to say "utilitarian") goal of education (access to the labour market) and the identification of precise responsibilities and actions for its implementation. This is why, in the conclusions/proposals of this workshop we had to reassert that education was a fundamental right and that governments had primary responsibility in this area since they had to guarantee universal, non-discriminatory and unsegregated access to education. Furthermore, while recognising that quality employment (in terms of working conditions and income, but also of personal development) was the best way to prevent poverty and social exclusion, education and vocational training were the surest routes to finding such employment. We must fight Illiteracy firmly and in a coordinated manner at EU level. Moreover, lifelong learning must be promoted in order to meet new labour market challenges. The ongoing crisis cannot be used as an excuse for disinvestment in education and training. On the contrary, during economic slowdowns, you need economic measures to prepare those who will
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bring about recovery. Businesses have a special responsibility to retain and enhance the value of their human capital by investing in the potential of groups experiencing difficulty in accessing and remaining in employment, such as women, who are considered to be "the future of the labour market". Civil society organisations, alongside administrations, local authorities and the social partners, have an important role to play in including the more vulnerable citizens. It is vital for states to recognise that social economy enterprises are in a privileged position to act on behalf of these citizens and support their educational, training and job creation initiatives. However, they cannot offload their own responsibilities onto these enterprises. The social partners need to agree on vocational training that matches business needs. Following these general remarks on the issues covered by Workshop 2, I would like to take a more detailed look at the most instructive presentations and discussions, from which the workshop was able to draw practical lessons, and on the basis of which it is now possible to recommend follow-up initiatives. Vocational training and social inclusion: The CEDEFOP presentation was extremely informative because it was the outcome of several years of specialised research. In this report, I would like to include what I consider to be its three main recommendations, namely:
Current education and vocational training policies should focus more on inclusion strategies aimed at early school leavers, the unskilled, older workers and migrants. Education measures should be varied and should prepare people to cope with life transitions, which are veritable minefields for the underprepared. We need to bridge the current gap between school education and vocational training. Similarly, training must be brought more into line with labour market needs. The social partners have a vital role to play in building partnerships. On-the-job training should be encouraged and guided, and skills acquired in this way should be duly recognised. Education is inextricably linked with citizenship and cultural integration. Cultural exclusion is pernicious. Civil society can and should play an important part in the "culture of participation".
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The role played by vocational training in labour market reintegration:

The European Vocational Training Association (EVTA) defends the concept of vocational training as a universally accessible public service, for which more awareness is required and which needs to be promoted, updated and made more attractive. Proposal: the EESC could discuss how to support calls from
organisations such as EVTA to intensify research on vocational training and to develop far-reaching strategies for improving its services. Alternative ways of securing inclusion for marginalised young people: the Second Chance School, (E2C) project exists in several
Member States and offers early school leavers an alternative. This initiative has given young people "a second chance", i.e. training that "resocialises" them and provides them with access to job qualifications or a higher level of training. Proposal Proposal: the EESC could support actions towards the recognition al
and development of this concept at European level (also through its endorsement) The role of social integration enterprises and social cooperatives:
European Network for Social Integration Enterprises (ENSIE) is a network of enterprises with the same social objective, i.e. the social integration of groups most at risk of labour market exclusion or the most vulnerable, namely unskilled young people, the long-term unemployed, migrants, and ex-substance abusers. Social economy enterprises (non-profit enterprises, often cooperatives) provide these marginalised groups with a suitable work environment (i.e. noncompetitive) where they can improve their employability while earning a living. Proposal: Proposal the EESC, which has already advocated the need to
recognise the contribution of the social integration economy, should learn more about ongoing projects in Europe and showcase their benefits. However, it should also study their difficulties in order to make informed recommendations.
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A methodology for improving employability: improving employability

is not only about increasing skills but also about redefining reference groups (sense of belonging). An integration methodology must have the following characteristics: person-to-person contact, personalisation, localisation, networking, flexibility, mentoring and appropriate timeframes. It is vocational trainers who combine the necessary characteristics (in the areas of education, assistance, organisation and intervention) to successfully implement projects for improving employability". Proposal: the EESC could issue an opinion on this methodology and Proposal
professional category during the course of its own-initiative consultative work. Opening the workplace to people experiencing exclusion facilitating labour market access for "travellers": FNASAT is a network
of approximately 100 French organisations working to improve the fundamental rights of Roma and "travellers", and to bring communities together. Its approach is to set up craft and trade enterprises that are in tune with the expectations of travellers and make allowances for the mismatch between their capacities and labour market constraints. These initiatives now have to be standardised and an amendment to the VAE procedure (French procedure for converting work experience into a qualification or partial qualification) has to be validated across the country to ensure that it is open to as many people as possible. It is particularly important not to adopt traveller-specific educational or other measures, but rather to take their specific features into account when defining and implementing policies. Proposal: Proposal the EESC could draw attention to this measure in its second
opinion on the Roma (in its draft phase at the time of writing). Good practices in the labour market integration of women from disadvantaged backgrounds: the Spanish AROA Foundation works
specifically towards integrating vulnerable women (especially migrants) through an integrated strategy combining formal and nonformal education that covers all aspects of the person and aims to deliver results not only in terms of employment but also personal development.
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Proposal: Proposal in addition to its numerous opinions on gender equality,
the EESC's SOC section also held three hearings on women's labour market access and permanence. It should make a regular habit of this consultative good practice. Presentations from the floor of civil society initiatives: a number of
NGO representatives spoke from the floor about their experiences with civil society projects. The establishment of social cooperatives and the need to build networks were mentioned. Proposal: Proposal these contributions highlighted the need for research, to
which the EESC could contribute. Discussion on responsibilities and proposed measures: in addition to
the civil society presentations. The workshop also held a discussion on responsibility holders and the measures they should take. Most speakers were EESC members. Many speakers regretted the inadequate representation of employers at a workshop on labour market access. Others recalled the shared responsibility of educational institutions, trade unions, and Chambers of Commerce as labour market mediators. There were also those who emphasised corporate social responsibility to provide training for less qualified employees. Finally, there were those who drew attention to the dangers inherent in the current mismatch between initial education and vocational training, not to mention training courses that were too short. Proposal: Proposal the statements of EESC members contributed towards
identifying the various responsibility holders. They should be compiled for dissemination.
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Buffetaut Stphane Buffetaut

Rapporteur for WORKSHOP 3 "Education as a gateway to the exercise of rights: Active inclusion"
It is often said that we live in a society of rights, in the plural, but if it is important to enshrine these rights, inter alia, in solemn declarations or charters, it is equally important for everyone to be able to exercise them in practice, and to secure them through legal guarantees. But the exercise of rights comes at a price: the end goal is the dignity of those who exercise them. In this respect, educating the victims of exclusion is not just a contribution from the "knowledgeable" to the "ignorant", but a two-way exchange that enriches people, provided that the terms of exchange have been prepared. The most financially disadvantaged members of society are often unaware that they have something to give because they are paralysed by a certain sense of shame. The challenge is the transition from shame to dignity. Nonformal and informal teaching methods are best suited to this process. Nevertheless, educational systems often perpetuate social inequalities and elites are increasingly endogamous. And at the other end of the spectrum, scholastic failure becomes increasingly widespread, educational grounding is unsound and the first to suffer are children from the most financially disadvantaged backgrounds, including migrant children, whose situation is compounded by linguistic and cultural difficulties. As a result, the quality and equality of educational systems have to be raised because an educational system's inadequacies and weaknesses can lead to exclusion. Thus, young people find it increasingly difficult to access the labour market, whereas it is becoming increasingly common for financially disadvantaged older workers to be squeezed out of the labour market. This indicates that lifelong learning - often proclaimed a fundamental right in the modern world - all too often remains a virtual right.
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Not only is the failure of the educational system a disaster for those concerned, but also for businesses, which require skilled and trained staff capable of adapting to an open and globalised economic environment. However, these businesses need workers of all skills levels. This is why they are recognising work experience, irrespective of academic validation. The first form of social exclusion undoubtedly stems from illiteracy, which, unfortunately, is rising in most EU countries and from the inability to acquire basic reading, writing and arithmetic skills. However, a second cause of exclusion lies in the inability, sometimes ideological, to provide young people with training that leads to employment, despite the fact that this is their main concern. There is another reason for exclusion. This is an inability to understand and respect the most basic rules for living in society. In reality, isn't antisocial behaviour the deepest form of exclusion? By this I mean the deliberate act of placing oneself outside the law. These rules of social life have to be internalised to the point when disaffected young people can be told that "the law is within them". Shouldn't rehabilitation go beyond the concept of citizenship to that of civic mindedness, i.e. active, positive participation in social life? This is why civic education should go beyond a mere understanding of texts and principles to become natural daily behaviour and attitudes acquired through a process of assimilation and the development of personal maturity. Education is not restricted to institutions of learning and education. A number of players, including families, businesses, associations, and the media, can contribute to an education that isn't restricted to the mere acquisition of knowledge but also to rules for living in society. This makes it important for all these players to be fully aware of their positive role in education and to avoid any attitudes that are counter-educational or that amount to an abdication of responsibility. These three elements bring us to the fourth cause of exclusion, which is unemployment. These elements are so intertwined that it is difficult to identify the primary cause. We could add a final cause of exclusion, namely broken or unstable families, a cause of scholastic failure, poverty and insecurity, social and psychological collapse.
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This clearly shows that true social inclusion is not only about exercising or claiming rights and freedoms, but also about doing one's duty and assuming one's responsibilities. This has led to a growing realisation of the need for societies and people to do their best to integrate people with disabilities into society, business, and, quite simply, cities and towns, not least because this type of exclusion is often misunderstood or unconscious. We have a long way to go in this respect, as can be seen from the high rate of unemployment (89%) among people with disabilities. It is important not to forget that all sectors of society need to be reminded that rights come with responsibilities. Indeed, how can we expect a society to mature, i.e. live as harmoniously as possible, if those who are deemed to represent the elites are incapable of setting the slightest good example? The more power people have, be it intellectual, economic, or in the media, trade unions or politics, the more bound by their responsibilities they should feel. In the final analysis, social exclusion stems from an accumulation of causes that lead inexorably towards it: scholastic failure or inadequacy, abdication of parental responsibility, outright rejection of authority (the etymology of authority being "who causes to grow"), unemployment, ignorance of social rules, abdication of elites, loss of the sense of the common good, unrestrained individualism, materialism and consumerism, loss of all ethical and moral boundaries. If this is the question, then what are the answers? Who and what do we bring into action? First, the parents' responsibilities for education, then the effectiveness of schools, which must remain the source of basic knowledge; the cooperation of businesses, which, although unable to compensate for educational or knowledge deficits, should see themselves as having a social and civic responsibility to help those who are most cut-off from the labour market to reintegrate into society through work. However, this means reviewing their recruitment and employment policies for workers at both ends of the age spectrum.
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Isn't the social crisis facing the European Union predominantly a moral crisis? The human species is not "homo economicus. People do not live by bread alone and cannot be content with a world that has been reduced to an increasingly virtual global economy, where the development of speculative wealth has overtaken the development of real and concrete values. The question of active inclusion brings us to the question of culture clash and living together, and therefore, to immigration policies. We need to approach multiculturalism realistically since although it may be an asset, it can also be a problem if the necessary resources, including education, are not deployed. Ageing Europe will not be able to overcome this challenge unless it is secure in its values: human dignity and autonomy, which presupposes the exercise of rights and acceptance of responsibilities; the exercise of freedom with its concomitant responsibilities; the quest for justice and concern for the most vulnerable. The European Union must also respect and accept its complex and intricate roots, which reach back to Athens, Jerusalem and Rome, Christianity and the philosophy of the Enlightenment. Levels of social exclusion can be used to gauge a society's health. The 78 million citizens living below the poverty line in the European Union are symptomatic of ailing societies. The Europe 2020 strategy must stick to qualitatively and quantitatively ambitious goals for reducing extreme poverty, accompanied by relevant monitoring arrangements. This will contribute to the active inclusion of the most vulnerable and neglected groups, but it is impossible for society to be inclusive unless it is self-assured, realistic and future-oriented. In this respect, the direct link with civil society and its organisations, also at the local level, which is closest to day-to-day realities, is clearly a necessity for the European institutions, which are increasingly perceived as remote from the citizens' daily concerns. This type of dialogue should enable European policies to better reflect the citizens' expectations and concerns. The European Economic and Social Committee is in the best position to organise and lead this mission effectively and in a positive spirit of concord.
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In practical terms, the Committee should regularly hold very open and pluralist conferences and hearings on issues of major EU concern. This has nothing to do with increasing the incidence of politically correct self-congratulatory events. On the contrary, it is about daring to call things into question. In the interests of delivering an honest synthesis of discussions, the EESC could act as a mouthpiece for civil society, which - often disillusioned by representative democracy - lapses into passive or even hostile attitudes. The reports produced would be presented to the Council, the European Parliament and the Commission and would require a formal response. ________
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FINAL DECLARATION PROPOSALS AND PROPOSALS
DECLARATION FINAL DECLARATION AND PROPOSALS
EESC Final declaration by EESC President Mario Sepi
The economic and social crisis is exacerbating poverty and social exclusion in Europe. Millions of jobs have been lost in recent months, making measures to help the most deprived more urgent. The European Union must establish a new development model, focusing on implementing genuine economic governance. To this end, Member States' governments must work together, in particular to fight unemployment, curb the increasing insecurity of working conditions and improve social cohesion in a sustainable economic framework. Education, in all its forms, is at the heart of the social inclusion process: to enable people to understand society, integrate into the job market and develop entrepreneurialism, and familiarise themselves with their rights and participate in economic and social life. The European Economic and Social Committee has brought civil society organisations together to discuss the topic of Education to combat social exclusion, in order to bring into play civil society's creativity and experience in this field and to produce tangible proposals which will feed into the reflections and actions of the European Union's institutions. The European Union must get involved in the 2010 European Year for Combating Poverty and Social Exclusion, providing a tangible response to people's expectations regarding social exclusion. Combating poverty and social exclusion must remain a priority of the Europe 2020 strategy. The European Economic and Social Committee calls on the Commission to launch a consultation based on a Green Paper on education to combat social exclusion, as the first step in implementing the Europe 2020 flagship initiative a European
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platform against poverty. This initiative will harness the social innovation potential of civil society organisations and stakeholders, in line with the Lisbon Treaty, which states that "The institutions shall maintain an open, transparent and regular dialogue with representative associations and civil society" and that "The European Commission shall carry out broad consultations with parties concerned in order to ensure that the Union's actions are coherent and transparent" (Articles 11(2) and (3) of the TEU). The European Economic and Social Committee calls on the Commission to respond to the proposals made by the organisations during the work of the 2010 Biennial Conference on Education to Combat Social Exclusion. (Appendix: The proposals resulting from the three workshops of the EESC's 2010 biennial conference on Education to combat social exclusion).
Proposals
WORKSHOP 1 The proposals put forward by participants were based on the following:

education as a fundamental right; equality and non-discrimination as a fundamental, ethical and moral position; the Charter of Fundamental Rights and relevant international conventions; the Millennium Development Goals,
and should contribute to the Europe 2020 Strategy:
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Early years Increased investment in early years education and support for "0 to school age" is called for in order to increase ability to learn, reduce illiteracy and early school leaving as well as to improve social skills. Specific indicators to measure the impact of participation in early years' education in reducing social exclusion in later life should be included in the Europe 2020 strategy. Education providers Developing the synergy and complementarity between statutory, non-formal and informal education is an essential contributor to preventing social exclusion. Cooperation between education providers and the family is crucial in developing flexible educational solutions which satisfy the needs of the individual and the community. The family, as provider of informal education, should be given support. To ensure better quality of education and successful outcomes, appropriately trained staff must be involved and supported. The Commission's current work is acknowledged and now has to be taken forward by Member States. Language provision The importance of providing quality language training for migrants is critical. Capacity to communicate is a prerequisite for successful social inclusion. Sufficient time, human resources and finance must be invested at all levels to achieve positive outcomes. Both spoken and written language skills are essential to enable individuals to participate in education and employment. Discrimination Participants were committed to anti-discrimination policy for all groups but recognised that the Roma community experienced particular problems in accessing essential services and in exercising their fundamental right to education. The European Parliament was specifically asked to address these issues.
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WORKSHOP 2
The target of the 2020 Strategy, for the share of early school leavers to be brought down to less than 10%, and for at least 40% of young people to have a tertiary degree, must be upheld. Decent jobs are vital to economic self-sufficiency. People should be encouraged to actively seek work, but if 75% of the population aged between 20 and 64 is to have a job, they must first be given the conditions to do so. It is up to the Member State governments to ensure that their education systems respect the ethnic, socio-cultural, economic, gender and age differences among people. More than ever at a time of crisis, education and training are essential investments that justify providing the necessary means. Since illiteracy is a major obstacle to employment, Europe must promote urgent, coordinated action among the Member States to teach those concerned to read and write. The social partners must reach global, regional and local agreements on vocational and continuing training. They must contribute to the further development of the European framework for qualifications and skills. With respect to workplace learning, care must be taken to ensure that employers and workers' representatives devise consensual solutions that are in the interest of all, and reflect the needs of the labour market. Businesses must shoulder their social responsibility and protect and enhance their human capital, especially during an economic recession. Governments must acknowledge and support the role of organised civil society, and in particular of the social economy, by implementing creative approaches to the provision of educational support, and to the active inclusion (by means of vocational training or work) of job-seekers. Learning of practical vocational skills needs to be backed up by acquisition of fundamental knowledge and social skills. Efforts must be made to make it easier for women to enter the labour market and stay there. Immigration laws must facilitate integration and view immigrant workers as new citizens whose rights including the right to education must be safeguarded.
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Targeted arrangements for traveller communities alone should be avoided, as these would keep them shut off from the rest of the population. Their integration depends on adapting existing arrangements to their cultural specificity.
WORKSHOP 3 Workshop 3 would like to make clear from the very outset that the exercise of rights and responsibilities is not only an end in itself, but that its ultimate objective is to reaffirm the dignity of people suffering exclusion by making it possible for them to play a full part in the life of society.
It is not enough to proclaim however solemnly the rights of people suffering exclusion: what is important to facilitate the exercise of those rights in practice and to have that enshrined in law. Education for people suffering social exclusion must meet specific criteria in terms of interchange and reciprocity. It must embrace informal and non-formal methods, since traditional, formal educational methods risk entrenching or reinforcing exclusion, whatever its cause. It should be stressed that it is not just educational institutes and teaching establishments that have an educational role to play, but many other players too family, businesses, the voluntary sector, the media all of whom can help provide an education that is not merely about acquiring knowledge but also about learning how to live in society. On the flip side, it was noted that certain social operators sometimes promote attitudes that run counter to educational objectives, encouraging irresponsible and anti-social behaviour. In addition to learning about constitutional and citizens' rights, civic duty also means putting these principles, rights and values into practice in everyday life through personal assimilation and growth. The issue of the quality and fairness of the education system has to be addressed, as exclusion may be caused by failures and shortcomings in that area.
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A realistic approach to multiculturalism is needed since, while this may be a great asset, it can also result in problems if the requisite educational resources are not utilised. People with disabilities merit particular attention as they are frequently the subject of unintentional or unwitting discrimination. This is reflected in the extremely high unemployment level among this group (89%). Social exclusion levels may be seen as a good measure of the health of any society. The 78 million people living below the poverty line in the European Union are a sign of suffering societies. The Europe 2020 strategy should maintain ambitious qualitative and quantitative objectives to reduce extreme poverty and put in place due arrangements to monitor the situation. ________
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APPENDIX I CONFERENCE PROGRAMME
APPENDIX I: CONFERENCE PROGRAMME
I: APPENDIX I: CONFERENCE PROGRAMME
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Istituto degli Innocenti - Piazza della Santissima Annunziata
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Learning, knowledge and understanding are the keys to sustainable social inclusion.
More than a quarter of Europeans are affected by social exclusion. Its causes are wide and varied and include poverty, disability, membership of an ethnic minority, difficulties in cultural integration, and job insecurity. In line with my programme and mandate, and with the view that the EESC should give practical and useful assistance to the EU institutions in responding to the European public's expectations, I have decided that the 2010 Biennial Conference should address the issue of education as a fundamental tool in combating social exclusion of all kinds. The conference will explore the links between education, in all its forms and facets, and social exclusion, and will examine a number of aspects and dimensions of government action in the field of education, where civil society plays a very active role.
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Mario Sepi President of the European Economic and Social Committee
Thursday 20 May
OPENING SESSION
1.45 p.m.
REGISTRATION OF THE PARTICIPANTS AND WELCOME COFFEE
2.30 p.m.
WELCOME ADDRESS
Mario Sepi - President of the European Economic and Social Committee Enrico Rossi - President of the Tuscany Region Andrea Barducci - President of Florence Province Matteo Renzi - Mayor of Florence Alessandra Maggi - President of the Istituto degli Innocenti
3.30 p.m.
OPENING OF THE DISCUSSIONS
Gianni Pittella - Vice-President of the European Parliament Anna Diamantopoulou - Greek Education Minister Mariastella Gelmini - Italian Education, University and Research Minister Antonella Manfi - President of Tuscany Confindustria Guglielmo Epifani - Secretary-general of the Italian General Confederation of Labour (CGIL) (tbc) Fintan Farrell - Director of the European Anti-Poverty Network (EAPN) and coordinator of the 2010 coalition of social NGOs Josep Borrell - Former President of the European Parliament, President of the European University Institute, Florence
5.30 p.m.
INAUGURATION OF THE STANDS Piazza della Santissima Annunziata
6.30 p.m.
CONCERT BY AL SAVIA GROUP (GIPSY AND TZIGAN MUSIC) Piazza della Santissima Annunziata
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Friday 21 May WORKSHOPS 8.30 a.m. 9.00 a.m. Welcome and coffee Opening of the workshops Mara Candelas Snchez Miguel - Member of the Economic and Social Committee, "rapporteur" of the Opinion on Education and Social exclusion Stefano Zamagni - President - Italian Agency for Non-Profit Organisations of Social Utility Antonia Carparelli - European Commission, DG EMPL - Head of Unit - Inclusion, Social Policy Aspects of Migration, Streamlining of Social Policies Susanne Conze - European Commission, DG EAC - School education, Comenius
WORKSHOP 1
EDUCATION AS A GATEWAY TO SOCIAL ENGAGEMENT:

THE FOUNDATIONS OF INCLUSION
10 a.m.
Introduction by the workshop moderator Luigi Berlinguer - Member of the European Parliament (morning) Valeria Fargion - Faculty of Political Science - University of Florence - Jean Monnet Chair (afternoon) Civil society and social stakeholders' experience in the following fields: The role of education within the family Anne Alitolppa-Niitamo The Family Federation of Finland > Education to New Information Technologies and social inclusion
10.15 a.m.
Education as a conduit to multiculturalism Mostafa el Ayoubi - Editor in chief, Confronti > Education in mosques "Street education" Denisa Pochov Pediatrician at the Presov Hospital, advisor to RAMAD (Association of Roma Youth and Children in Slovakia) The role of school-based education Simona Taliani - Centro Frantz Fanon, Turin > School education for inclusion of immigrants 11 a.m. Statements and reactions from institutional and civil society players - Domenico Lucano - Mayor of Riace, Calabria > integration of migrants into the village life
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- Luca Bravi Prof. of Social Science, University for Distance Learning L. da Vinci, Faculty of training sciences > Social situation of Roma - Didier Chabanet - Researcher at the ENS Lyon > A comparative approach to the links between education and social exclusion in EU countries (YOUNEX program) - Noureddine Erradi - Integration for All (IFA) > Grundtvig Workshop: intercultural learning - Celeste Pernisco - National Association of Italian pedagogues (ANPE - EUROFEPP) > Family and school: an educational alliance? - Maria Gabriella Lay - Programme Manager, "Global Campaign to Raise Awareness and Understanding on Child Labour" (ILO) 12 noon Opening of the discussion by the workshop "rapporteur": Maureen O'Neill - Member of the Economic and Social Committee Discussion between the expert witnesses, speakers and workshop participants
12.15 p.m.
1 p.m. - 2.30 p.m. Lunch and cultural activities 2.30 p.m. Resumption of the discussion with a view to adopting proposals
4.15 p.m. - 4.45 p.m. Coffee Break 4.45 p.m. 5.30 p.m. Submission of the proposals by the rapporteur Closing remarks by the workshop moderator
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WORKSHOP 2
EDUCATION AS A GATEWAY TO THE LABOUR MARKET:

MAKING INCLUSION REAL
10 a.m.
Introduction by the workshop moderator Marco Revelli - Sociologist, Chairman of the national commission on social exclusion (morning) Franco Chittolina - Director, Centro Studi Fondazione della Cassa di Risparmio di Cuneo (afternoon) Civil society and social stakeholder experience in the following
10.15 a.m. fields:
Alternative ways of securing inclusion for marginalised young people Lionel Urdy - Director, Second Chance School, Marseille
Opening the workplace to people experiencing exclusion Stphane Lvque - Director, FNASAT Gens du voyage Workers' insecurity Assunta Serenari - Associazione Amici di Piazza Grande Onlus, Bologna > Poor and homeless workers Creativity in times of economic and social crisis Charlotte Gruber - President of the European Network of Social Integration Entreprises (ENSIE) 11 a.m. players. Statements and reactions from institutional and civil society - Luigi Angeletti - Secretary General of the UIL (tbc) - Andrea Olivero - Spokesperson of "Forum del Terzo Settore" - Aviana Bulgarelli - Director, CEDEFOP > Vocational training and social inclusion - Paolo Coceancig - (CSAPSA) > Social inclusion and new forms of poverty: proposal for a methodology - Tommaso Grimaldi - Secretary General of the EVTA > The role of vocational training in the reintegration into the labour market - Neus Pociello Cayuela - AROA Foundation, Barcelona > Professional insertion of women of underprivileged means 12 noon Opening of the discussion by the workshop "rapporteur": Andr Mordant - Member of the European Economic and Social Committee Discussion between the expert witnesses, speakers and workshop participants
12.15 p.m.
1 p.m. - 2.30 p.m. Lunch and cultural activities
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2.30 p.m.
Resumption of the discussion with a view to adopting proposals
WORKSHOP 3
EDUCATION AS A GATEWAY TO THE EXERCISE OF RIGHTS:

ACTIVE INCLUSION
10 a.m.
Introduction by the workshop moderator Giovanni Moro - President of FONDACA and founder of Active Citizenship Network Civil society and social stakeholder experience in the following
10.15 a.m. fields:
Equal rights for all Marie-Ccile Renoux - ATD Fourth World, Delegate to European Union
The role of the social partners in providing information and training on rights-based issues Beniamino Lami - National Secretary FLC-Cgil, Responsible of Welfare Department > Vocational training and social inclusion
The exclusion of young people at an early stage from education and training networks Cesare Moreno - President of the Association Maestri di Strada
Education as a universal service Alessandro Martini - Director, Caritas Florence > The educational challenge: teaching solidarity 11 a.m. players. Statements and reactions from institutional and civil society - Denis Stokkink - President of the European Think tank "Pour la Solidarit" > Right of access to finance - Giovanni Biondi - Responsible of Programmation Department, Ministry of Education, University and Research > Citizenship and Constitution - Emmanuel Decaux - Professor of International Law at the University of Paris II, member of the UN Advisory Committee for Human Rights > The right to education on human rights - Rosario Iaccarino - Training National Officer, FIM Cisl Sergio Marelli FOCSIV - Luisa Bosisio Fazzi - President of the National Council on Disability (Italy) 12 noon Opening of the discussion by the workshop "rapporteur": Stphane Buffetaut - Member of the European Economic and Social Committee Discussion between the expert witnesses, speakers and workshop participants
12.15 p.m.
1 p.m. - 2.30 p.m.
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Lunch and cultural activities 2.30 p.m. Resumption of the discussion with a view to adopting proposals
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21.15 Concert upon invitation
Teatro della Pergola Via della Pergola, 18 Firenze
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Saturday 22 May
CLOSING SESSION: FINDINGS AND CONCLUSIONS
9.00 a.m.
WELCOME AND COFFEE
9.30 a.m.
INTRODUCTION AND RECAP OF WORKSHOP PROCEEDINGS
Mario Sepi - President of the European Economic and Social Committee Maureen O'Neill - Member of the European Economic and Social Committee Workshop 1 Andr Mordant - Member of the European Economic and Social Committee Workshop 2 Stphane Buffetaut - Member of the European Economic and Social Committee - Workshop 3
10.15 a.m.
THE INSTITUTIONAL PERSPECTIVES
Bibiana Ado Almagro - Spanish Equality Minister, Spanish Presidency of the EU Isabelle Durant - Vice-President of the European Parliament Maurizio Sacconi - Italian minister for Labour and Social Affairs (tbc) Marie-Dominique Simonet - Belgian Education Minister (tbc) Raffaele Bonanni - Secretary-general of CISL Tonio Dell'Olio - LIBERA, International Network Director
11.45 a.m.
CONCLUSIONS
Mario Sepi - President of the European Economic and Social Committee Martin Hirsch - French former High Commissioner for solidarity against poverty and former High Commissioner for young people, President of the 'Agence du Service civique' Mario Monti - President of the Bocconi University, member of the Reflection group on the future of the EU 2030 Jos Manuel Barroso - President of the European Commission
_____________________________________________ Simultaneous interpreting in FR/EN/IT The Friday lunch and the Coffees will be served in the Cortile delle Donne of the Istituto degli Innocenti
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APPENDIX II CONTRIBUTIONS CONTRIBUTIONS FROM SPEAKERS
APPENDIX II: CONTRIBUTIONS FROM SPEAKERS
LEducazione per combattere lesclusione sociale

Antonella Coniglio
Assessore alle Politiche Sociali Sicurezza, Politiche della Legalit
Nel ringraziare il Presidente Sepi per linvito a questa importante occasione di analisi e di confronto sullattuale problematica dellesclusione sociale colgo loccasione per portare i saluti del Presidente della Provincia di Firenze Andrea Barducci. Il mio recente incarico di Assessore alle Politiche Sociale della Provincia di Firenze legato anche al mio impegno professionale, un lavoro di oltre 30 anni, nellemarginazione e nellesclusione sociale. Conosco dunque direttamente la complessit che tutto ci comporta sia per quanto attiene la domanda di intervento che per quanto concerne la risposta che listituzione pubblica in grado di dare. Lo sviluppo economico degli ultimi anni non ha certamente ridotto la distanza tra i soggetti deboli, anzi, ha creato nuovi esclusi, applicando semplicisticamente il rapporto produttivo- incluso/ non produttivo- escluso. In questottica dunque sono compresi oltre a quella fascia di popolazione da sempre considerata debole e svantaggiata anche una larga percentuale di giovani, donne, tutti coloro, infatti, che non posseggono il requisito di produttivo. Le Istituzioni Pubbliche che hanno condotto negli anni progetti di inclusione sociale potevano contare su risorse economiche e su un diffuso consenso sociale, ma anche su politiche educative idonee. Giova ricordare che tante significative esperienze di Politica sociale inclusive/educative sono da ricondurre agli anni 80/90, quando ad un rilevante impegno di risorse si accompagnava unazione di sensibilizzazione e di educazione pregnante, tendente al superamento di stigma e di pregiudizi sia in ambito scolastico che extra scolastico. Oggi al contrario il veloce e potente ciclo produttivo globale ha marcato pesantemente le distanze tra la popolazione definita inclusa e coloro che si trovano al margine di una socialit condivisa e attiva. Non basta riconoscere che sulle politiche sociali, non pi di moda si investito sempre meno e sempre meno si investir.
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Non sufficiente richiamare le scarse risorse economiche per giustificare unazione sempre pi mirata allemergenza che alla prevenzione di esclusione sociale. Lattuale inversione di tendenza dello sviluppo economico impone un ripensamento sui modelli di politiche sociali fino ad oggi attuate, troppo incentrate sullassistenza che sulla vera politica sociale attiva, capace di disegnare scenari di azione senza limitare a leggere fenomeni in continua trasformazione.
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Fulvio Fammoni
CGIL
Il convegno odierno si svolge nel 40 anniversario dello Statuto dei diritti dei lavoratori in Italia. Una data importante perch i processi di avanzamento ed emancipazione del lavoro hanno sempre coinciso con le maggiori conquiste sociali dei diversi paesi. Cito questo aspetto nazionale, in un convegno europeo, perch parte di quei contenuti sono riscontrabili nella carta dei diritti approvata a Nizza. Perch i termini diritti, dignit e libert non siano soverchiati durante una crisi cos profonda. Per questo la formazione, il ruolo di un cittadino formato ed informato e quindi pi libero, fondamentale. Ma davvero attualmente un bene pubblico alla portata di tutti? Dobbiamo purtroppo rispondere che molto ancora da fare. Si parla molto di obbiettivi, meno della loro reale applicazione su fenomeni decisivi come labbandono scolastico oppure leducazione degli adulti. Siamo in evidente ritardo e con questo trend sar difficile realizzarli. Dotare lEuropa della libera circolazione della conoscenza un obbiettivo fondamentale che per con la crisi rischia di arrestarsi. La disoccupazione in costante aumento e gli interventi contro la speculazione finanziaria sono incentrati sui deficit e rispetto dei parametri, paradossalmente prevedendo anche leducazione come spesa da tagliare. Tutti affermano che da crisi come queste si esce diversi, come lo si determina adesso con le scelte di qualit dello sviluppo futuro. Tagliare listruzione e la formazione lopposto della necessit e accentuer fenomeni di esclusione e di povert, anche culturale. Il caso Italia purtroppo in questo senso emblematico con i tagli alla scuola, alluniversit e alla ricerca. Per il lavoro lampante lesigenza di interventi urgenti di riqualificazione e collegamento fra domanda e offerta. Ma ci si pu basare solo sul breve termine? I dati CEDEFOP prevedono una evoluzione delle qualifiche verso lalto, mentre troppo alta oggi la presenza di basse professioni. Inoltre, includere significa anche superare il problema della scarsa consapevolezza esistente fra le persone della necessit di formazione. Troppe tipologie di offerta, attualmente, tendono troppo a curvarsi sulla domanda dei pi forti. Sono invece significative le testimonianze di chi scopre limportanza della formazione solo dopo averla provata. Quella della conoscenza e della sua diffusione non pu che rappresentare dunque un grande impegno del sindacato europeo. In Italia la CGIL ha dato vita ad una legge di iniziativa popolare, lo stesso si potrebbe fare in Europa utilizzando le norme del Trattato di Lisbona.
Ecco perch in una fase in cui lassoluta priorit non perdere lavoro e non chiudere imprese lattenzione a questo tema deve essere cos alta. Ecco perch iniziative come quella odierna, per la quale ringrazio il CESE e il suo presidente, sono importanti e attuali. Non rituali ma un impegno concreto per tutti che richiama progetti alti, il ruolo vero dellEuropa sociale come strada di uscita dalla crisi.
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Fintan Farell Fintan
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Antonia Carparelli
European Commission, Head of Unit, DG Employment, Social inclusion policies
I would like to thank President Mario Sepi and the colleagues of the Economic and Social Committee for organizing this high-level conference. And a special thank for giving a prominent role to the European Commission, which I am representing this morning together with my colleague from the Education Department. Tomorrow, as you know, President Barroso will be here. This conference is also a tribute of the European and Social Committee to the European Year 2010 against poverty and exclusion, which falls in a particularly critical moment for the Union and for its future. As you know there are many European years, many Europeans day and also European weeks. Someone would say too many and some of them pass almost unnoticed to the large public. This does not seem to be the case of this European Year 2010 against poverty. In fact, so far the mobilization around the Year has been very encouraging and in several cases it has largely exceeded our expectations. This is probably because poverty and exclusion are becoming an increasing concern for citizens, and not only for those who are most directly affected. A recent article talked about the rediscovery of poverty, and noticed that at some point the word poverty had almost disappeared from the vocabulary of our affluent societies, while it is now increasingly present in the public debate. In reality I would rather talk about the re-emergence of poverty, because what we have observed in recent years is an increase of poverty in the richest and more advanced countries, linked to new social and economic realities: migration, new family patterns, labour market fragmentation, technological divide, etc. This is why the European Union has decided to put the fight against poverty and exclusion at the centre of its strategy for the next decade, the so called Europe2020 strategy. I am sure that President Barroso will illustrate it tomorrow in greater detail. But let me just say that the Europe2020 strategy aims at promoting smart, sustainable and inclusive growth in Europe. This vision is underpinned by five headline targets. Two of them concern the issues that are at the centre of this conference: education and poverty (the others are employment, research and energy). This means that all Member States will commit to achieve concrete results in terms of reducing the early school drops, to increase the number of people with tertiary education, to reduce the number of people at risk of poverty or exclusion. It is important to underline that these targets are strictly linked and as we say it mutually reinforcing. But of course this is rather obvious when talking about education and poverty.
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All those who deal with antipoverty policies recognize the central role of education. And the statistics in this respect are extremely clear. The unemployment rate is stubbornly higher in the population with lower educational attainments. In 2009 it averaged 13% for people with low educational achievements, 7.5% for people with upper secondary education and less than 5% in the population with tertiary education. In 2008, the percentage of people at risk of poverty in Europe was 17% - some 80 million people. However, this percentage increases to 23% for the population with low educational attainment (maximum lower secondary education); it falls to 13% for the population with upper secondary education and goes down to 7% for people with tertiary education. These and other data are reported in a precious booklet that Eurostat has dedicated to the European Year 2010 and is called "Combating poverty and social exclusion. Statistical Portrait of Europe 2010", and can be found on the Eurostat website . Against this background it is not surprising that education has a special place among the objectives of the European Year 2010 against poverty and exclusion. If you visit the website of the Year and have a look at the projects that have been supported at national level you will find a large number and variety of projects that refer to education in a broad sense, and some of them are very innovative and interesting. Education has also been very present in the exchange of good practices and mutual learning that is at the centre of the coordination among Member States in the field of Social Policy the so called Open Method of Coordination. I will just refer to a pilot project that was run a few years ago in Luxembourg, and which was presented in a "peer review" exercise. The project consisted in following over a very long periods two groups of children with migration background. The first group included children enrolled in pre-primary school at the age of 3, while the second included children who only started school at the age of 6. The results were absolutely clear. The first group significantly outperformed the second in terms of school performance, employment, professional status and income. So there is overwhelming evidence that education is a necessary tool to ensure equal opportunities and to combat poverty and exclusion. I believe that no one would question this. However, when it comes to assessing how much education matters or to what extent can overtake other antipoverty policies, the opinions become less consensual and the debate becomes more complicated. In fact it becomes very much the debate about opportunities versus outcomes, with on the one hand those who consider that social policies should essentially be concerned with ensuring equal opportunities and on the other hand those who insist that you cannot really ensure equal opportunities without a constant and sustained effort to correct the inequalities in outcomes. In this context, I would like to refer to another project, which this time refers to the US. The project was conducted by the National Center for Education statistics and analysed the educational career of a group of Americans who where finishing the primary school in 1988. The pupils were classified according to their school
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performance at the age of 13 and according to the status of their parents (income, education, employment). The result was that the family status is still a better predictor of the likelihood to get a university degree than the school performance. To my knowledge, we dont have similar, comprehensive studies for Europe. But there is a widespread perception that education must be associated to other policies that tackle the various dimensions of poverty and marginalisation. Without this it will be very difficult, if not impossible, to break the intergenerational transmission of poverty and exclusion. In proposing a target for poverty reduction as a way to create more inclusive and cohesive societies, the European Union has clearly taken the view that opening opportunities and goes hand in hand with correcting deep inequalities in outcomes. The challenge will be now to move from words to deeds.
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Leducazione alla multiculturalit La moschea come laboratorio di cittadinanza

Mostafa El Ayoubi
Giornalistai
Nel contesto odierno, linsediamento di decine di milioni dimmigrati in Europa ormai un dato acquisito: una presenza, per la maggior parte di loro, strutturale e permanente. Il sogno del ritorno in patria, che di solito accompagna limmigrato nel suo progetto migratorio, spesso svanisce dopo pochi anni di residenza in seguito ai ricongiungimenti familiari e allinserimento dei figli nei diversi contesti di socializzazione: scuola, quartiere, circoli sportivi e via dicendo. Di fronte a questo fenomeno, la preoccupazione principale dei molti Stati dellUnione europea sempre stata quella di controllare i flussi migratori attraverso leggi nazionali, spesso molto restrittive e conservatrici. Inoltre, la politica migratoria in Europa in gran parte incentrata sulla visione dellimmigrazione come forza lavoro e come risorsa economica da sfruttare per il proprio sviluppo economico e poco attenta alla questione dellintegrazione sociale di una realt divenuta ormai una componente strutturale del tessuto sociale nazionale. In seno allUnione europea, le politiche sullimmigrazione variano ovviamente da paese a paese. Tali differenze derivano, oltre che dalla storia di ciascun paese, dal fatto che vi una difformit nellinterpretare il concetto di integrazione sociale. In Francia il termine integrazione si accosta molto a quello di assimilazione: limmigrato per integrarsi invitato a fondere la sua identit nella cultura del paese di accoglienza. Allopposto di tale interpretazione vi il modello cosiddetto comunitarista o multiculturalista che incentiva la ghettizzazione delle comunit straniere. Questa diversit nellintendere lintegrazione si traduce in una differenziazione nel fornire soluzioni politiche alla questione dellimmigrazione. Entrambi i modelli summenzionati i pi diffusi in Europa hanno finora registrato insuccessi clamorosi mancando lobbiettivo dellinserimento dei nuovi
Caporedattore della rivista Confronti, mensile di informazione politica, culturale e religiosa. Opinionista, curatore della rubrica il PONTE-ALKANTATARA della rivista Nigrizia. Membro della redazione del semestrale Veritas et Jus della facolt di teologia di Lugano (Svizzera). Membro del comitato scientifico della Fondazione Villa Emma - Ragazzi ebrei salvati. Ha pubblicato in collaborazione con altri autori diversi libri tra cui: Islam Plurale, (a cura di), edizione Com Nuovi Tempi (2000); La sfida del dialogo (a cura di) edizione EMI (2003); Identit multiculturale e multi religiosa (a cura di), Franco Angeli (2004); Libera Chiesa in libero Stato (a cura di), Claudiana (2005);Per una legge sulla libert religiosa (a cura di), Quaderni Rosselli (2007); Dialoghi in cammino Protestanti e musulmani in Italia oggi (a cura di), Claudiana (2009). i
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cittadini e generando una sostanziale crisi dintegrazione sociale. Oggi sta maturando la consapevolezza che bisogna mettere in atto strategie politiche in grado di includere gli stranieri non pi solo forza lavoro nella vita sociale, culturale e politica del paese daccoglienza. Per favorire il dialogo e la convivenza tra autoctoni e immigrati, molti paesi dellUe hanno cominciato a puntare sulla lingua come strumento di integrazione sociale. Allo straniero viene richiesto lo sforzo di imparare la lingua e la cultura del paese in cui ha deciso di vivere. A livello europeo in atto un acceso dibattito sulla questione delleducazione civica per limmigrato. Le tesi variano da obbligatoriet a incentivazione, a facoltativit della formazione linguistica e culturale per chi si insedia permanentemente nel paese di accoglienza. Il contratto di integrazione la legge sullimmigrazione in vigore dal febbraio 2006 in Svizzera (il paese con il pi alto tasso di immigrati in Europa, il 20%): i Cantoni possono obbligare gli immigrati a seguire corsi di lingua e di educazione civica per poter ottenere o rinnovare il permesso di soggiorno. Tale legge prevede che, per chi ha ottenuto buoni risultati, per avere un permesso di soggiorno di tipo C (di lunga durata) occorrono 5 anni invece di 10: uno sconto per chi si impegna ad apprendere la lingua e la cultura elvetica. LOlanda, nel gennaio 2005, ha emanato una nuova legge che obbliga gli immigrati che risiedono allinterno del suo territorio a sottoporsi ad un test di lingua e di cultura olandese. In Germania la conoscenza della lingua tedesca sta diventando una condizione decisiva verso lintegrazione; lo stabilisce la legge in vigore dal 1 gennaio 2005. La spesa raggiunta nel 2005 stata di 188 milioni di euro pagati dal governo centrale. Sono gli uffici che hanno le competenze di concedere titoli di soggiorno a decidere chi deve seguire i corsi. La Gran Bretagna, dopo gli attentati del 7 luglio 2005 alla metropolitana di Londra (degli abitanti di Londra, uno su tre di origine straniera), ha deciso un giro di vite sullimmigrazione. Dal novembre 2005, un test obbligatorio di conoscenza della cultura del territorio imposto ai nuovi immigrati, da domande semplici come qual il nome del premier britannico? ad altre pi complesse del tipo In che anno fu esteso il diritto di voto ai cittadini di 18 anni?. I corsi di cittadinanza per immigrati sono spesso affidati alle forze dellordine. daccoglienza Lapprendimento della lingua del paese daccoglienza La responsabilit delle istituzioni pubbliche a livello centrale, regionale e locale, va di pari passo con la partecipazione attiva e limpegno in prima persona dellimmigrato nel percorso della sua integrazione sociale. Le esperienze di formazione linguistica fatte in diversi paesi Ue rivelano che gli immigrati, per motivi vari, hanno difficolt a seguire i corsi. Per risolvere questo problema e per rendere il migrante pienamente responsabile della sua formazione, le autorit competenti applicano soluzioni che vanno, a seconda del paese, dallincentivazione allimposizione. I corsi di formazione sono a carico dello Stato in alcuni paesi come la Francia, la Spagna, la Danimarca e il Regno Unito. In altri paesi, come lOlanda, la formazione linguistica a carico dellimmigrato. Solo una parte viene rimborsata se il candidato supera lesame di integrazione.
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Lapprendimento della lingua ha come prima finalit lintegrazione sociale dellimmigrato. In Germania, Austria, Olanda e Danimarca i corsi di lingua solo obbligatoriamente associati a corsi di educazione civica di cultura nazionale. Laltra finalit, in gran parte correlata alla prima, quella di facilitare laccesso al lavoro e la comunicazione con le amministrazioni pubbliche, servizi sociali e sanitari e via dicendo. La specificit dellimmigrazione in Italia NellEuropa a 27, i cittadini stranieri (comunitari e non) sono circa 28 milioni. Rispetto al fenomeno migratorio, lUe presenta esperienze e approcci politici diversi. In alcuni paesi di lunga esperienza migratoria, come la Francia e la Gran Bretagna, dove si parla ormai di terza o di quarta generazione di origine straniera, limmigrato al suo approdo non era del tutto ignaro della lingua e della cultura del paese che lo accoglieva. LItalia, invece, per via del suo passato fortunatamente poco coloniale, si trovata ad accogliere immigrati provenienti da diverse parti del mondo, da paesi con i quali non ci sono stati rapporti geopolitici e culturali diretti salvo lEtiopia, la Libia e la Somalia, dai quali provengono, tra laltro, non molti immigrati. La stragrande maggioranza di coloro che decidevano inizialmente di emigrare verso lItalia erano privi di elementi di conoscenza di base della lingua e della cultura del paese. Fino a tre anni fa la pi grande comunit straniera in Italia era quella marocchina. Quasi la totalit dei marocchini arrivati nella Penisola non sapeva nulla della cultura e della lingua italiana, tuttal pi sapeva di qualche squadra di calcio del campionato italiano. La peculiarit del caso italiano in rapporto al fenomeno migratorio costituisce, ovviamente, un elemento di ostacolo in pi per un adeguato inserimento dei cittadini stranieri. Vi sono certo altre variabili importanti: le normative vigenti in materia di immigrazione e cittadinanza, lapproccio dei mass media al fenomeno, lattitudine degli autoctoni verso gli immigrati; sono tutte variabili che condizionano la realizzazione di un appropriato modello dintegrazione capace di dare dei buoni risultati. Tuttavia, rimane il fatto che la lingua e la conoscenza della cultura sono fattori necessari per linserimento dellimmigrato, un punto di partenza fondamentale. Diverse lingue e diverse culture Per capire meglio limportanza del fattore linguistico nel processo dintegrazione occorre prima analizzare le caratteristiche demografiche, geografiche e la composizione etnica di questa immigrazione verso lItalia. Nellarco degli ultimi dieci anni limmigrazione in Italia cresciuta in maniera esponenziale. Gli immigrati erano meno di un milione nel 1990 e nel 2009 sono diventati pi di 4 milioni e mezzo. La loro provenienza molto eterogenea. Le statistiche disponibili oggi rivelano che le prime sei comunit numericamente importanti, in ordine decrescente, sono la rumena, la marocchina, lalbanese, lucraina, la cinese e la filippina. Le prime tre superano largamente i 300mila residenti ciascuna. Appare quindi evidente da questi dati che si tratta di
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unimmigrazione estremamente eterogenea con caratteristiche linguistiche, etniche, culturali e religiose molto diverse tra di loro. Lo Stato italiano, a partire dagli anni Novanta, ha investito risorse importanti nel settore dellimmigrazione soprattutto con finanziamenti alle Ong e associazioni del volontariato che attuano progetti mirati allaccoglienza degli immigrati. Ma si limitato quasi esclusivamente a questo tipo di intervento e, fino ad oggi, nessuna strategia politica a lungo termine che strutturi questa presenza in modo da includerla nel suo tessuto sociale stata presa in seria considerazione. Questa situazione non ha per nulla favorito lintegrazione degli stranieri nella vita sociale e culturale del paese. Diversi sono i casi di immigrati che vivono in Italia da 15-20 anni con i loro familiari, ma che parlano a malapena litaliano. Tale atteggiamento ha delle conseguenze negative anche riguardo landamento scolastico dei propri figli perch, ad esempio, non sono in grado di dare un sostegno nello svolgimento dei loro compiti a casa. Inoltre la larga diffusione della Tv satellitare ha reso ancora pi difficile lavvicinamento degli immigrati alla lingua e alle vicende politiche e culturali della vita quotidiana italiana. Molte famiglie straniere seguono programmi diffusi su canali via satellite: i marocchini vedono la Tv marocchina, i cinesi quella del loro paese di origine e via dicendo. Cos il bisogno di conoscenza della lingua italiana si limita al minimo indispensabile, ovvero a ci che serve per rinnovare il permesso di soggiorno, per comunicare con il proprio datore di lavoro ecc. Tale situazione sta incoraggiando la composizione di gruppi etnici che tendono a vivere in subculture parallele a quella della collettivit, isolandosi da essa e formando cos ghetti sociali e culturali con i propri valori e regole, a volte in contrapposizione con il sistema normativo vigente nel paese. Per arginare il diffondersi di queste forme di aggregazione di tipo comunitarista che non favoriscono lintegrazione, ma al contrario accentuano i contrasti e i conflitti sociali, occorre attuare una politica che incentivi la conoscenza della lingua e della cultura italiana per agevolare lintegrazione e creare la base per la costruzione di una sana societ multiculturale basata su una cittadinanza accomunata da una lingua, da valori e regole condivisi. Oggi lItalia ha certo bisogno di un quadro normativo adeguato in materia di immigrazione che aiuti lo straniero ad investire nel suo inserimento attivo nel paese daccoglienza; nel contempo la lingua resta un mezzo determinante per raggiungere tale scopo. Occorre quindi da un lato una buona legge per limmigrazione, ma dallaltro lato occorre assolutamente investire adeguate risorse per la promozione della lingua e della cultura italiana presso i cittadini stranieri. In moschea per parlare la lingua e conoscere la cultura italiana Con il progetto Laboratorio cittadinanza realizzato nel 2007 da Confronti, con il patrocinio del Ministero della Solidariet sociale, abbiamo cercato di attuare un esperimento pilota per promuovere la conoscenza della lingua e della cultura italiana allinterno di un luogo di culto islamico. Per tale scopo sono state scelte due moschee della capitale: la moschea del Centro islamico culturale dItalia e la moschea Al Fath di via della Magliana; la seconda una sala di preghiera al piano terra di un palazzo condominiale, di propriet della comunit egiziana.
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Tenendo conto delle norme interne ai luoghi di culto islamico, che prevedono ad esempio la separazione tra uomini e donne, e della disponibilit delle persone che le frequentano, sono stati individuati, su indicazione delle due moschee, due campioni: uno di donne (20) e uno di uomini (25). Corso di lingua per musulmane immigrate La scelta di un gruppo solo di donne ci stato dettato da unesigenza legata alla Grande moschea, perch non consentita la promiscuit uomo/donna. Tenendo conto delle caratteristiche dei componenti del campione (disponibilit di orario e grado di alfabetizzazione) stato deciso di attuare un corso di lingua italiana per principianti di 80 ore affidato a due insegnanti italiane. Lelemento che accomunava le componenti di questo gruppo era limpossibilit di accedere allesterno per corsi di formazione linguistica per motivi familiari. Il corso per le donne consisteva nellinsegnare loro elementi di lingua italiana, di grammatica e di conversazione prendendo spunto da esempi di vita reale: la casa, le feste, il mercato, le poste, la scuola e via dicendo. La valutazione globale dellesperienza ha affermato una delle due insegnanti senzaltro positiva, malgrado le difficolt incontrate nella realizzazione del corso da entrambe le parti, docenti e discenti; ci si conosce un po meglio e in ogni caso si sono stabiliti legami di fiducia e di simpatia che potranno, nei vari ambiti, portare sicuramente buoni frutti. Anche laltra docente ha sottolineato che ci sono stati degli ostacoli nel portare a termine il progetto, tra cui la dislocazione della Grande moschea, che si trova in una zona isolata rispetto allabitato e non ben servita da mezzi pubblici; ci ha creato talvolta qualche problema logistico per chi ha frequentato il corso. Ma ha anche parlato del buon rapporto che si creato sul piano umano allinterno del gruppo, sia tra le corsiste che con le insegnanti Le donne sono sembrate molto contente di unesperienza che in qualche modo le valorizzava, in quanto le poneva al centro di un intervento educativo. Inoltre va sottolineato il fatto che, nonostante le difficolt, le persone che hanno frequentato con una certa assiduit hanno acquisito pi sicurezza nelluso della lingua e fatto progressi a volte sorprendenti. Infine, sul piano umano e didattico, si trattato di una situazione complessa, ma anche ricca di stimoli ed estremamente interessante, per le diverse realt che ha messo a confronto. Educazione alla cittadinanza per uomini in moschea Il secondo campione era composto da 25 uomini e la moschea che ha ospitato liniziativa stata quella di via della Magliana, Al Fath. Le lezioni si svolgevano una volta la settimana, di sabato pomeriggio, allinterno della moschea, nella sala dove di solito pregano le donne. Rispetto al campione delle donne, questo gruppo aveva qualche nozione in pi di lingua italiana. Ci ha consentito di attuare un corso di educazione alla cittadinanza (o di educazione civica) che comprendeva: elementi di storia dellItalia e conoscenza del territorio italiano; introduzione alla Costituzione e alle leggi dello Stato; sistema politico italiano: Governo, Parlamento e altre istituzioni; scuola e obbligo scolastico; immigrazione e integrazione; laboratorio teatrale di educazione civica.
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Il gruppo dei 25 uomini stato formato dai responsabili della moschea Al Fath, che hanno individuato le persone che erano interessate a seguire il corso. La maggioranza di loro aveva una conoscenza di base della lingua italiana e non sapeva quasi nulla della storia dItalia, di come composto il suo territorio, di chi il capo del Governo e della Repubblica, di come funziona il sistema scolastico, di che cosa lobbligo scolastico e via dicendo. Unesperienza positiva In entrambi i corsi, quello delle donne e quello degli uomini, i partecipanti hanno dimostrato attenzione e interesse frequentando con una discreta regolarit i corsi, nonostante le difficolt esterne (lavoro, famiglia...). Per le donne il corso stato una finestra aperta sul mondo esterno, a loro molto poco noto: eppure tra di loro vi erano donne che vivono in Italia da pi di 20 anni. In alcune culture islamiche, quella araba in particolare, il ruolo delluomo ancora preminente; la donna in alcuni settori di questa realt spesso confinata allinterno delle mura domestiche e il contatto con il mondo esterno ridotto al minimo indispensabile. Ci ovviamente limita il suo orizzonte di relazioni. Per gli uomini, lidea di scoprire che anche gli italiani in passato sono immigrati alla ricerca della fortuna e che molti di loro hanno attraversato mari, stipati come schiavi nelle sale macchine delle navi, li ha in qualche modo resi coscienti che con limpegno e la volont si pu riuscire a cambiare in positivo il proprio destino e fare anche la fortuna del paese dove si immigra. Alla fine del corso tutti hanno espresso la volont di continuare questo tipo di esperienza per conoscere meglio il mondo in cui vivono. La decisione di fare due corsi separati stata una scelta sofferta, obbligata da circostanze esterne. Lidea iniziale era quella di fare un unico corso per un gruppo misto, ma i nostri interlocutori della comunit islamica non erano daccordo. Tre erano allora le soluzioni: rinunciare allesperimento pilota, fare solo un corso per uomini oppure dividere il campione in due sottogruppi. Alla fine stata adottata lultima soluzione per dare alle donne una chance di partecipare, perch altrimenti sarebbero state tagliate fuori dal progetto. Con la scelta di un luogo diverso dalla moschea per il corso e lindividuazione dei partecipanti musulmani con altri criteri non imposti dalla comunit islamica sarebbe stato possibile fare una classe mista, ma a quel punto non sarebbe stato possibile coinvolgere i luoghi di culto islamico in questa operazione di moschee aperte per trasmettere, oltre agli insegnamenti religiosi, la conoscenza della lingua e della cultura italiana. Entrare in luoghi di culto dove di solito si prega, si insegna religione e, come insinua qualcuno, in alcuni casi verrebbero fatte attivit illecite legate al fondamentalismo e al terrorismo di matrice islamica per promuovere la lingua e la cultura italiana, stato un segnale molto positivo da parte dello Stato e della societ civile che intendono dare una mano alla comunit islamica per scongiurare il rischio della ghettizzazione e del comunitarismo, fonti di deriva di fanatismo e violenza: un segnale di grande maturit culturale e politica. La disponibilit di queste moschee ad aprire le loro porte per far entrare la lingua e la cultura italiana una prova che questi luoghi di culto possono giocare
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un ruolo molto importante, come agenzia sociale educativa che favorisce una buona integrazione dei suoi membri nella societ italiana. Gli immigrati musulmani e la conoscenza della lingua e della cultura italiana Contemporaneamente al progetto pilota Laboratorio cittadinanza, stata svolta una piccola indagine conoscitiva sul campo per cercare di decifrare come la comunit islamica residente a Roma sia composta al suo interno e cercare di capire come i suoi membri si comportano di fronte alla questione della loro integrazione nella societ italiana, come considerano la loro permanenza in Italia, come vivono la loro fede islamica in un contesto non musulmano e che rapporto hanno con la cultura e la lingua del paese dove si sono insediati. Per tale scopo stato fornito un questionario composto da 14 domande ad un campione di 60 persone: 30 donne e 30 uomini. Si tratta di una ricerca sul campo rivolta ad un piccolo campione, il cui scopo non tanto quello di dare risposte esaustive sulla presenza islamica in Italia o sulle dinamiche in seno alla societ italiana, quanto di verificare il grado di integrazione di un piccolo gruppo di persone di fede musulmana nel tessuto sociale della citt nella quale risiedono. Il campione era composto da persone che frequentano le moschee e sono quindi osservanti. Il 50% degli uomini hanno dichiarato che, da quando vivono in Italia, il loro attaccamento personale verso lislam aumentato, contro il 36,7% delle donne (vedi scheda 2). Tale dato rivela il ruolo che la religione di appartenenza pu giocare nella vita dellimmigrato nel suo nuovo contesto sociale. Quanto alla questione di come le persone intervistate si relazionano con la lingua, risulta evidente che circa la met del campione ritiene che molto importante conoscere la lingua italiana: il 53,3% per gli uomini e il 46,7% per le donne. Coloro che ritengono abbastanza importante la lingua italiana sono rispettivamente il 46,6% e il 40%. Poco importante sapere litaliano stata la risposta di una parte minima del campione: il 6,7% degli uomini e il 13,3% delle donne (vedi scheda 3). La differenza tra i due sottogruppi dovuta al fatto che queste donne passano la maggior parte della giornata in casa, si relazionano poco con lesterno e quindi non sentono lesigenza di esprimersi in italiano. Comunque, risulta evidente che la stragrande maggioranza delle donne e degli uomini ritiene che la lingua italiana abbia una sua rilevanza. Sono state interessanti anche le risposte relative alla conoscenza della cultura italiana (vedi scheda 4): il 43,3% delle donne ha dichiarato che molto importante per loro conoscere la cultura italiana. Tale desiderio stato espresso soprattutto delle donne che hanno unet inferiore ai 40 anni. Questa percentuale abbastanza alta deriva dal fatto che il contesto di provenienza sociale di queste donne marcatamente religioso, con una forte influenza maschile che tende a limitare laccesso verso lesterno alle donne, che invece vogliono uscire e conoscere il mondo esterno alla casa e alla moschea. La conoscenza della cultura italiana interessa una percentuale minore per gli uomini: solo il 36,7% la ritiene molto importante. Rimane inoltre alta la percentuale di chi non ritiene per nulla importante la cultura italiana: il 16,7% delle donne e il 20% degli uomini la pensa
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cos. Tuttavia almeno l80% del campione nel suo complesso ritiene che la conoscenza della cultura sociale e politica abbia una certa importanza per gli immigrati. Le risposte a questa piccola indagine esprimono in modo indiretto il bisogno di conoscere meglio la lingua del paese di accoglienza. Un bisogno che rimane tuttavia schiacciato ed emarginato da altre esigenze, preoccupazioni e incertezze legate alle norme sullimmigrazione, ai titoli di soggiorno, alla casa, al lavoro e via dicendo. La situazione di precariet in cui si trovano molti immigrati spesso alla base di un disinteresse verso la cultura italiana, le sue leggi e verso quello che succede in generale nel paese. Capita spesso di incontrare cittadini di origine straniera che non conoscono il nome del sindaco della citt in cui vivono e lavorano; non sanno chi governa il paese, non sanno nulla di elezioni e n tanto meno sanno distinguere tra elezioni politiche, amministrative o referendum. La maggior parte degli immigrati in Italia per motivi di lavoro. Ma quando, ad esempio, il 25 aprile non vanno a lavorare, sanno solo che un giorno di festa ma non sanno cosa rappresenta simbolicamente quella data per lItalia. Per integrarsi socialmente sono certo necessari il titolo di soggiorno, il contratto di lavoro, il libretto sanitario, la possibilit di mandare i figli a scuola, avere un luogo di culto ecc. Tuttavia ci non sufficiente per unautentica integrazione, che non pu avvenire senza un volenteroso sforzo da parte dei cittadini immigrati. un errore grave quello di dire Perch mai io dovrei sapere chi amministra la citt dove vivo e pago le tasse o chi governa il paese dove sono immigrato, se non ho il diritto di partecipare alle consultazioni elettorali?. I diritti civili e politici sono sacrosanti per tutti e devono essere garantiti per tutti da parte di chi governa, ma devono anche essere rivendicati con forza e determinazione da tutti i cittadini, compresi gli immigrati. Ma per rivendicarli occorre conoscere il sistema-paese: la sua storia e tradizione, la sua Costituzione e le sue leggi, la sua vita politica e civile quotidiana. Una legge sulla cittadinanza aperta agli immigrati pu anche facilitare lottenimento del passaporto italiano, ma se chi, dopo tanta fatica, diventa cittadino italiano sa poco o nulla della vita sociale e politica del suo nuovo paese, il suo passaporto, pur utile, ai fini di una integrazione sociale autentica rimane solo un pezzo di carta.
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Health Street Education

Denisa Pochov
Pediatrician at the Presov Hospital, advisor to the Association of Roma Youth and Children in Slovakia (RAMAD)
INTRODUCTION The Slovak Republic is under obligation to keep CRC - Convention on the Rights of the Child, which defines the fundamental human rights of children around the world and like other states shall create conditions to meet the best interests of children. Article 24 of the CRC refers to the child's right to the best health status and access to health services of the highest standard. The State must ensure that no child is deprived of access to effective health services. However, there is a group of children living in socially disadvantaged environment, which prevents access to health care for various reasons. It is very vulnerable social group of Roma children living mainly in segregated colonies, that are not connected to water, sewer, gas systems, any electricity and any asphalt roads. Already in advance the environment of majority Romani settlements creates conditions for the fact that children born to such environment become endangered by environment already in the first moments of their lives and probably even sooner, before their birth. To these facts other risk factors proceed, such as high unemployment rate of parents, lack of financial means, just minimum of education, insufficient health awareness and preventive behavior does not exist there. Direct evidence of the negative impact of these factors on the health status of children threatened by environment is higher morbidity and higher mortality, especially infant mortality. INFANT MORTALITY RATE Infant mortality rate, which means mortality rate of children within one year of life, represents one of the basic demographic indicators, which create basis for health evaluation in the European Union. Infant mortality rate is the most important indicator of cultural and economic condition of any country. It increases with poverty and social exclusion, which limits availability of health care. Although the total infant mortality rate of children in Slovakia has been of slightly decreasing tendency since 2002, in the group of Roma children it is still high! And in average in the last 8 years it is three times higher (15,7 per mil) than the value of infant mortality rate of children of the majority group (5,3 per mil). Infant mortality rate in Slovakia as a whole is comparable with the infant mortality
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rate of the European Union in year 2009. There is no difference between whole Slovakia and Eastern Slovakia, but in Eastern Slovakia infant mortality rate of Roma children is more than two times higher than infant mortality rate of children of majority group. MORBIDITY RATE Absolutely unacceptable living conditions with insufficient infrastructure, very law hygienic standard mainly in segregated Roma settlements in combination with other above mentioned risk factors are cause of higher morbidity rate of Roma children. The number of hospitalized children endangered by environment has been increasing since 2004 and this includes children of all age categories. The most vulnerable and the most suffering group are small children under one year of age. Those are the children who are fully dependent on their parents care in all aspects. The most common diseases suffered by children are diseases of the respiratory and digestive system, from the simplest forms to serious forms that lead to life-threatening. The children are often born to under-aged mothers, mothers who smoke during their pregnancy, drink alcoholic beverages or take even easily accessible drugs such as toluene not keeping in mind health risks for an embryo during pregnancy. Romani mothers themselves suffer from malnutrition, very often they are anemic, they suffer from chronic diseases, such as hepatitis B or C and lately also higher occurrence of syphilis has been reported, which is a sexually transmitted disease. All the referred factors on mothers side pre-determine embryo during pregnancy to insufficient development, children are born with low birth weight and numerous births are given preterm with various development malfunctions and serious inborn infections. Organism and immunity system of preterm born children with low birth weight are not developed sufficiently; therefore common disease may get more complicated and results in hospitalization of a small child. Big problem represent also abandonments of newly born children by mothers often as soon as the second day after the birth. Children abandoned by their mothers are not breastfed, which is an important pre-determining factor of diseases occurrence. Children who are not breastfed are fed by instant milk diluted with water from the river or are fed only with the water from river, which results in serious diarrhea and serious dehydration and shock, which may father result even in failure of vital functions. Wrong nutrition of children slows down their growth and leads to damage of other body apparatus. Insufficient or even no vaccination results in repeated occurrence of infectious diseases, even those, which have almost totally disappeared, such as tuberculosis occurrence. Recently, since summer 2008 until now, epidemic spread of acute hepatitis A has been cyclically occurring with focus point being in Romani settlements. The main causes of the disease are miserable hygienic conditions and non-existing preventive behavior. Children of higher age suffer from various transmitted skin diseases such as psora and lice with often empyemic skin complications. Almost 90% of hospitalized Romani children of preschool and younger school age have parasites. Infection sources are eggs from excretes of animals, dogs and cats freely moving around the settlement. Infection is transmitted by dirty hands of children after playing outside on the ground and with the said animals. Parasites in children represent cause of numerous diseases
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starting with the most frequent ones such as diseases of digestive systems and respiration malfunctions to the most serious which may endanger childrens lives. The impact of adverse living conditions on the overall health status of Roma children is clearly negative. Whereas the problem is complex and affects not only the health sector, but also the social sector, municipal sector, the state and its legislation, in our association exists volunteer team of experts from various fields that contribute to solving this issue. We consider that prevention is the most effective way to prevent diseases, mortality and negative phenomena in society. HEALTH STREET EDUCATION Goals Our main long-term goal is to improve overall health status of Roma children by reducing the morbidity and malnutrition and reducing infant mortality. How to achieve this goal? Having an influence on risk factors involved in high value of natimortality, which are high occurence of inborn development malformations, low birth weight of Roma children and preterm births of Roma children. Risk factors for high proportion of Roma children with low birth weight are demographic, socialeconomic as well as genetic factors, number and order of births given by Roma mothers, high percentage of under-aged mothers and single mothers, insufficient nutrition as far as its amount and quality is concerned, increasing use of alcohol and smoking during pregnancy and increasing addiction to the most accessible drugs. Miserable hygienic conditions just support occurrence and high transmission of infectious diseases, which result in preterm births and births of children with low birth weight given by pregnant Roma mothers. It follows that our work focuses on reducing or eliminating these risk factors using appropriate form of information groups, which are directly affected by these risks. In our case it is primarily a group of Roma children and their mothers. From my own past experiences have proved the most effective individual and small group meetings with Roma mothers and their children. We choose go straight to the place, to the streets where vulnerable children live and this decision we make based on the previously mentioned reasons. The main themes of our meetings are:
All about contraception Advantages of breastfeeding Nutrition of breast-fed babies, toddler nutrition, nutrition of older children Nutrition of pregnant adolescent mothers Ineligible effects of smoking, alcohol and drugs Basic hygiene habits Importance of vaccination
Methodology and material that we use is very simple. We use direct examples of the works according to the chosen theme. Very important for us is trust, open and active communication, the presence of both mother and child, but also other adults. Individual and small group approach may seem to be ineffective from the
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reasons that the information does not affect a large audience. Concerning the large differences in perception and understanding among individuals the meetings seem to be optimal at this time. If the theme is interesting, then follows the spread of this information in the Roma community even without our participation. Te concept of our work is divided into several parts: 1. monitoring and analysis of health morbidity rate, hospitalization, infant mortality rate, 2. monitoring and analysis of risk factors, 3. searching relation between risk factors and health status, 4. searching for various options available to solve problems, 5. restrospective analysis. RESULTS RESULTS SU There is a significant increase in the level of awareness and in impact of information about health, health nutrition, hygienics, planning parentage on children and parents from socially deprived groups. There is an increase responsibility of the adults belonging to such groups for their own health and health of their children, improving attitude to prevention, vaccination and treatment of diseases, improving awareness of mothers as far as care for a child is concerned with starting pregnancy through giving birth to concern in an infant. CONCLUSION Right to healthy life of high quality is given to all children regardless of where and to which social conditions they were born.
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Didier Chabanet
Charg de recherche l'ENS de Lyon
Younex (Youth, Unemployment and Exclusion in Europe) est un programme de recherche europen financ par la Commission dans le cadre des 7me PCRD. Lun des objectifs de cette recherche consiste comprendre et analyser les parcours de vie de jeunes chmeurs de longue dure (cest--dire de personnes ges de 18 25 ans, qui sont sans emploi depuis au moins un an) et ce dans une perspective comparative puisque lenqute couvre 6 pays (lAllemagne, la France, lItalie, la Pologne, la Sude et la Suisse). Nous sommes ainsi en train deffectuer une tude dtaille des processus dexclusion et de prcarisation sociale et politique affectant les jeunes, partir dune sociologie comprhensive de leur trajectoire individuelle. Pas de rsultats chiffrs, pas de thories globalisantes, pas de recette miracle non plus, mais simplement quelques petits lments de diagnostics tirs dune srie dentretiens semi-directifs. Ce qui frappe, dabord et avant tout dans tous ces entretiens, cest que lexclusion sociale - qui est donc apprhende ici avant tout travers lexprience du chmage de longue dure - est une situation irrductible toute tentative dobjectivation. Ce que je veux dire par l, cest que ce nest pas le statut, ou le manque dargent, la pauvret, qui dfinissent le mieux le chmeur. Pour reprendre une expression dune sociologue franaise Dominique Schnapper le chmage est avant tout une exprience. Et cest le sens que lui confre les principaux intresss (les chmeurs) qui en fait une situation dramatique, intolrable, insupportable, ou au contraire acceptable, normale. Cest bien lducation, dans son sens le plus large, qui fait que lon vit cette situation plus ou moins bien, quon lui donne tel ou tel sens, et, aussi, que lon a plus ou moins de chances de sen sortir. Et de sen sortir vite. Lducation, telle que je lentends ici englobe un ensemble de facteurs extrmement vaste et disparate, qui dfinit lindividu-chmeur dans sa situation dexclusion. Lducation est en quelque sorte au fondement de ce que certains appellent le capital identitaire , cest--dire les ressources cognitives, psychologiques et sociales qui tayent le dveloppement de ltre humain et qui sont le principal rempart contre les ravages de lexclusion lge adulte. Lducation, cest bien videmment lcole. On sait que, dans tous les pays de lUE, la courbe du chmage est inversement proportionnelle au niveau dtudes. Cest un point capital, ne pas oublier. On voit trs bien dans nos entretiens que plus le bagage scolaire est important, plus les potentialits de sortir du chmage sont grandes. Sans surprise.
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On voit galement les stratgies, plus ou moins conscientes, plus ou moins fines, plus ou moins labores, qui sont mises en uvre pour sortir du chmage. Ceux qui ont la capacit de se projeter dans un avenir professionnel, sont ceux qui durant leur chmage parviennent sinscrire dans des logiques de formation et qui se construisent une trajectoire professionnelle intressante. Ce sont souvent ceux qui ont le bagage scolaire le plus toff. On peut assez souvent faire un lien entre le capital scolaire et la capacit des chmeurs interrogs tre les acteurs de leur propre histoire, au sens o ils portent un diagnostic cohrent sur leur situation (les raisons pour lesquelles ils sont au chmage) et ensuite une stratgie justement pour sortir de cette situation. Mais lducation, cest aussi la famille. Elle a une importance capitale pendant la priode de chmage, dabord parce quelle peut permettre damortir les effets du chmage. Cest quelque chose que les thoriciens de lEtat providence ont parfaitement mis en vidence et qui joue notamment, mais pas exclusivement, dans les pays du Sud de lEurope. Avec la crise, le rle de la famille apparat de plus en plus nettement, comme un repart justement contre les difficults sociales. Cest la famille qui va, quand elle le peut, subvenir aux besoins financiers et matriels du chmeur. Cest la famille qui va galement, ventuellement, apporter le rconfort, je dirais, moral et affectif, dont ont souvent besoin les jeunes qui sont et restent au chmage, surtout dans cette tranche dge un peu floue entre ladolescence prolonge et le dbut de lge adulte (ce que Olivier Gallant appelle joliment ladultescence ). La famille constitue bien souvent cet espace dans lequel on peut se rfugier, contre la duret du monde social, comme lont trs bien montr les sociologues de la famille. Au passage, on constate et on sait que la famille est de moins en moins cet espace de socialisation, de transmission des valeurs et des connaissances entre gnrations en dautres termes cet espace dducation mais quelle est en revanche de plus en plus un refuge, un cocon, un espace affectif qui tente de prserver contre les difficults sociales et lexclusion. A cet gard, on lit dans nos entretiens des ingalits terribles entre ceux qui peuvent compter sur un soutien familial important et ceux qui au contraire ne peuvent compter que sur eux-mmes (parce que la famille est restreinte, parce quelle est monoparentale, parce quelle est dsunie, parce quelle nest pas disponible, etc., etc.). Au-del de la famille, ce sont plus largement les rseaux sociaux - les amis videmment, mais aussi le tissu associatif, la vie de quartier, les relations de proximit - qui constituent le cadre pratique partir duquel lexprience du chmage prend sens. Je voudras tirer, un peu arbitrairement je lavoue, trois enseignements. Dabord, les discours que nous recueillons sont fortement sexus. Dans tous les pays, tous les chmeurs interrogs considrent que le chmage est plus difficile supporter pour les hommes que pour les femmes. Ca renvoie aussi lducation, mais sous un autre angle, plus sous lange des reprsentations et des strotypes sociaux. Beaucoup de monde (homme ou femme dailleurs) a intgr lide quun
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homme doit travailler, pour gagner de largent et faire vivre une famille, alors que, au fond, pour une femme cest moins grave. Ca peut sembler un peu caricatural, mais cest une croyance qui reste trs fortement ancre. Toujours au registre des diffrences de genre, on remarque que pour certaines femmes interroges, le chmage et plus gnralement lexclusion sociale peuvent se manifester par une acclration du passage lge adulte parfois due une grossesse prcoce - ce qui lui hte les possibilits damliorer son employabilit par la poursuite de ses tudes et par une initiation la vie professionnelle. Alors que la raction de certains jeunes hommes au chmage, peu instruits, prfrent se rfugier dans un tat dadolescence perptuelle, ce qui les conduit retarder la mise en mnage, a fortiori la paternit. Cest un premier point, la permanence de reprsentations et de conduites sexues. Le deuxime point est relatif la matrise du temps. On sait que laccs un certain degr de matrise du temps et de lavenir est indispensable pour russir ses tudes mais aussi pour traverser lpreuve du chmage. Cette capacit de projection de soi est rendu difficile tant par les temporalits familiales faites durgence et dimprvu, que par les dcalages des horaires de travail de certains parents, ou mme labsence de rythmes de ceux qui dans lentourage familial sont sans emploi parfois depuis de longues annes. De mme, on sait que lasctisme scolaire est difficilement compatible avec un hdonisme populaire qui se construit en raison dun rapport lavenir incertain. On retrouve cela dans lpreuve du chmage. Pour la quasi-totalit des chmeurs, trs vite, au bout de quelques semaines ou de quelques mois, la difficult est de rythmer ses journes, de se donner un cadre, de ne pas rompre ses relations sociales et, surtout, de trouver le moyen de se projeter dans le temps. Certains y arrivent, dautres non, en mobilisant des apprentissages, des situations, des ressources antrieures et notamment un certain nombre de dispositions acquises, en tout cas dveloppes et perfectionnes durant leur scolarit. Troisime et dernier aspect sur lequel je voudrais insister et qui est sans doute lun des points les plus saillants de nos entretiens - labsence peu prs totale de repres politiques, au sens large. Ce nest gure surprenant, mais les syndicats, les partis politiques, ou mme simplement les grilles de lecture globalisantes permettant de donner un sens collectif, ou structurel, lexprience du chmage, sont peu prs totalement absentes. Le chmage est presque toujours vcu sur un mode personnel, et ce quel que soit le niveau dtude ou le bagage culturel ou scolaire des personnes interroges. Ce nest donc pas lapanage des dmunis. Cest aujourdhui une reprsentation trs largement dominante, et qui a des consquences cruciales. Faute de repres politiques collectifs, le chmeur est en effet aux prises avec son propre destin et, en loccurrence, bien souvent avoir le sentiment de ne pas tre la hauteur, davoir dfailli, bref dtre responsable de sa propre situation. Cest un lment frappant, tous les chmeurs interrogs ont le sentiment dtre responsables de leur situation, souvent dtre les seuls responsables de leur situation, tel point que certains dentre eux disent mriter leur sort (de chmeur).
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Il y a l un dcalage trs frappant entre un phnomne (le chmage) qui est minemment collectif, politique, macro-conomique et la faon dont il est peru subjectivement par les chmeurs eux-mmes. Il sagit, comme le dit le sociologue franais Serge Paugam, du malheur dont lexclu devient coupable. Dans les socits qui transfigurent le succs en valeur suprme et o domine le discours justificateur de la richesse, le pauvre, lexclu ou le chmeur est le symbole de lchec social (Paugam). On voit toute la diffrence avec les socits industrielles dautrefois, dans lesquelles la condition de pauvre affectait un grand nombre de personnes. Mais dans les socits ouvertes, dont au moins thoriquement tous les membres sont gaux et jouissent des mmes chances, lexclusion nest pas perue comme un destin dict par des impratifs sociaux pour tre vue comme le rsultat dun comportement individuel. Cest en quelque sorte le passage de la pauvret intgre lexclusion disqualifiante , le propre des chmeurs disqualifis tant de souffrir dune dvalorisation sociale. A ce sujet, nos entretiens nont pas de valeur statistique, mais le poids de la culpabilit nest visiblement pas le mme dans des rgions trs massivement frappes par le chmage (comme dans le cas du Sud de lItalie), o des mcanismes de solidarit (familiaux notamment, jen ai parl) continuent quand bien que mal de jouer et o le chmage est gnralement source de pauvret, mais pas danomie ou de disqualification. Dans dautres pays, lAllemagne ou la Sude, par exemple, la stigmatisation est beaucoup plus forte, pour des raisons culturelles lies (parmi beaucoup dautres choses au poids du protestantisme) et limportance accorde la valeur travail. A un niveau plus individuel, ou plus personnel, le ressenti des jeunes chmeurs varie beaucoup en fonction des attentes et des esprances quils ont pu formuler. Conformment au thorme de Tocqueville, ce nest pas limportance objective des phnomnes sociaux qui est dterminante, mais leurs dynamiques subjectives. Cest un phnomne bien connu des thoriciens de la frustration relative, que je vais tenter dexpliciter rapidement. On peut cet gard, trs grossirement, identifier deux scnarios. Celui des jeunes chmeurs qui ont dj, peu ou prou, intrioris le fait quils sont et/ou quils seront chmeurs. Parce quils sont depuis trs longtemps en chec scolaire. Parce quils nont jamais vu leurs parents travailler. Ceux qui nont jamais rv un avenir radieux sont le moins du, et ils acceptent avec une certaine fatalit leur sort. En revanche, ceux qui ont suivi des tudes suprieures, qui ont des parents actifs, qui navaient jamais connu le moindre problme dintgration sociale, ceux-l sont particulirement dsaronns. Ce que je veux dire par l, cest que lducation et la formation reu leur donne certes les meilleures chances de sen sortir, mais ce sont aussi ceux qui acceptent le moins de collaborer avec les centres daides lemploi, qui culpabilisent le plus, ou qui se dcouragent le plus vite. Conclusion : Pour terminer, un point. Ces jeunes chmeurs nous interrogent sur cette fameuse conomie de la connaissance la plus comptitive et la plus dynamique du monde . Avec ses fameux taux demploi.
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Il ne sagit videmment pas de remettre en cause le bien fond dune telle socit, mais en mme temps : que fait-on des autres ? Du fait de lvolution du march du travail, des caractristiques personnelles telles quun faible niveau scolaire, qui dans le pass ne constituaient pas un obstacle important lemploi, conduisent aujourdhui un emploi marginalis ou priphrique ou pas demploi du tout - et par consquent lexclusion. En dautres termes, une socit de la connaissance, qui fait juste titre de lducation son moteur, doit aussi penser le sort de ceux qui ne parviennent pas atteindre les standards dexcellence quun tel systme requiert. De la mme manire que la pauvret a pu autrefois tre intgre et ntait pas ncessairement synonyme dexclusion, le chmage de masse nous invite aussi rflchir aux moyens dintgrer socialement ceux nont pas de travail et qui, bien souvent, souffrent dun manque dducation et de formation.
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Famiglia e scuola: Alleanza educativa?

Dott.ssa Celeste Pernisco
Associazione Nazionale Pedagogisti Italiani (ANPE) Federazione Europea Pedagogisti (EUROFEPP)
Leducazione afferisce senza ombra di dubbi al DNA della professionalit Pedagogica e alleducazione come agire pedagogico affidato il compito di realizzare il cambiamento sociale. La bibliografia sul ruolo educativo sia della famiglia che della Scuola, due grandi sistemi, entrambi influenti sulleducazione dei bambini, ricca di ricerche e di atti di convegni , perch entrambi i sistemi sono in crisi. Genitori e insegnanti sono educatori corresponsabili? I nostri giovani vivono in unet che ha cancellato i segni e i significati identitari; essi crescono senza avere coscienza di cosa sono, investiti da un disorientamento educativo determinato da un lato, dalla crisi dei valori e da una supervalutazione della ragione e della scienza, dallaltro lato, da un eccessivo individualismo a spese della comunit e da un cattivo uso del principio di tolleranza. Leducazione si esaurisce in un presente per il quale ci che mi va bene anche giusto, la conseguenza una massiccia frammentazione educativa . Scuola e Famiglia sono state influenzate dalle trasformazioni sociali di questi ultimi decenni, che hanno visto notevoli cambiamenti. La Famiglia ha importanza primordiale e originaria nelleducazione; la Scuola prosegue nellintento di una costruzione armonica della personalit degli allievi/e a lei affidati/e : sua la specificit didattica!. Ma queste due istituzioni non hanno mai raggiunto un accordo sulla specificit dei rispettivi compiti e delle rispettive competenze. Cosa si aspetta il genitore dalla scuola? Lo percepisce come un luogo altro da s in cui il figlio pu avviarsi ad una crescita legata alla socializzazione?
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Linsegnante ha intanto laspettativa di essere accettato, soprattutto per i suoi metodi di insegnamento. Le incomprensioni sul piano educativo, quando ci sono, possono essere legate alla pretesa di entrambe le parti di essere nel giusto a tutti i costi, pena il dover ammettere di aver commesso qualche errore. Allincrocio della conflittualit degli adulti c il vissuto dei ragazzi e delle ragazze nelle loro difficolt evolutive, non solo nel rendimento scolastico ma soprattutto nel comportamento, difficolt cio a elaborare codici di comportamento ispirati ai valori morali e alla responsabilit. Occorre trovare la coesione educativa, occorre ristabilire un equilibro tra singolo e collettivit, tra istanze personali ed esigenze sociali; occorre che Il patto educativo di corresponsabilit, introdotto con il decreto n. 235 del 21/11/2007, non diventi un documento burocratico/formale (come spesso accade) , ma diventi invece espressione di una effettiva volont della Scuola, della Famiglia, del Territorio di procedere insieme per costruire una societ migliore.
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Champion the Cause of All Children Tapping into young peoples creativity and energy: empowerment leading to action
Maria Gabriella Layii
Children grow up in a world of heart-breaking extremes. Many of them go to proper schools, enjoy the safety of families, and prepare themselves for a tomorrow in which they will be skilled workers, leaders of industry, experts in communication, scientists, artists or athletes. They learn the joy of achievement, the strength of shared goals in sport and music and experience the effort required to meet challenges. They grow up with the knowledge and ability to exist within and manage a complex world. Other children live in a parallel world without schools or safety, with no play or dreams for a better future. Children are sold in bondage, made to work as prostitutes or domestic slaves or exploited in drug trafficking and other illegal activities. Many are forced to carry arms in wars and conflicts the causes of which they cannot grasp. By the millions they toil from a very young age in hazardous conditions, robbed of their right to self-development and threatened in life and health . Denied the promises of the world of plenty, these children are left feeling helpless, humiliated and resentful. Further, the world is denied the contribution of the constructive imagination, creativity, commitment and potential achievements of these millions of excluded children. Putting a stop to the massive violations of childrens rights taking place around the world today is one of the central moral imperatives of our time. Each child has the right to fully develop his/her potential in a stimulating and nurturing environment. As a whole, all children deserve to benefit from universal human rights and social protection. Adults must beget a new era of commitment and involvement inspired
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Maria Gabriella Lay, Programme Manager Global Campaign to Raise Awareness and Understanding on Child Labour, ILO, Geneva. iii According to the recent ILO Global Report Accelerating Action against Child Labour more than 200 million boys and girls around the world are engaged in child labour. Around half of these children are exposed to its worst forms. Governments have the primary responsibility for enforcing the right to education: http://www.ilo.org/ipec/Campaignandadvocacy/GlobalChildLabourConference/lang--en/index.htm
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by the revolutionary nature of the Convention of the Rights of the Child (CRC) and one of its key principles: child participation participation. It is crucial to rethink and broaden the notion of education, lifelong education a continuous process of personal development affecting every aspect of an individual knowledge, attitudes, behaviours and skills, including the critical ability to take action and participate in the decision-making processes. Adults should enable young people to develop awareness of themselves and their environment and encourage them to play their social role within their communities. By investing in young people, we stimulate their critical thinking, solidarity and sense of social responsibility. Worldwide interdependence and globalization are major forces in contemporary life. One of the main intellectual, political and ethical challenges of our time is to be future, able to design and build a common future to establish ends and means of sustainable development through new forms of international co-operation and capital. greater investment in human and social capital Today more then ever it is vital to strengthen the social role of children and youth as multipliers of knowledge and human rights-based initiatives in their respective communities. Young people can be a driving force for change in society, provided they are given the space and support they need and deserve. They must be equipped with knowledge and understanding of the full implications of globalization, the interdependence of the world and be guided to appreciate the true meaning and value of dignity, respect and commitment. By giving them responsibility to act and acknowledging the value of their contribution, young people strengthen their capacity for understanding and critical thinking and they develop a conscious and active sense of national and glocal citizenship: they acquire the ability to think globally and act locally. Young people are eager to explore and take action. It is up to adults to respond constructively by offering them concrete opportunities to exercise their responsibility. The International Labour Organization (ILO) is keen on encouraging young people to acquire principles of justice, fairness, equality and compassion. compassion This gives way to behavioural change in present and future generations. With this in mind, a special programme was created by the ILO. SCREAM which stand for Supporting Childrens Rights through Education, the Arts and the Media - is an education and social mobilization community-based initiative designed to be used by educators, in non-formal and formal settings, to cultivate young peoples understanding of human rights, gender equality, social dimension of globalisation and social justice issues and to place the issue of child labour in the broader context of education and the Millennium Development Goals. SCREAM is a special programme designed to enhance childrens participation and youth empowerment by working through visual, literary and performing arts as a means to gain skills and confidence. It furthermore strives to harness their creativity and compassion so that they may contribute to a more solidarity-conscious society. When children are given responsibility to act and the value of their contribution is acknowledged, they
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develop self-esteem, self-discipline, self-confidence, memory and at the same time they acquire principles of justice, fairness and equality. SCREAM was created with young people for young people. The SCREAM education pack consists of 14 modules, a users guide, a copy of the relevant juridical instruments including the Universal Declaration of Human Rights, the UN Convention on the Rights of the Child (CRC), the Minimum Age for Admission to Employment, Convention 138, the Worst Form of Child Labour Convention 182, and the Declaration on Fundamental Principles and Rights at Work; and a CD containing 600 photos. The modules are flexible, adaptable to various cultural contexts and constraints with regard to time and resources; they can be tailored and adapted to the context at hand. This education/social mobilization tool is operative on every continent, is available in 20 languages and can be accessed on the web at: www.ilo.org/scream Thousands of children and youth in the world ask important questions and reflect on the great issues of our time. Through a myriad of SCREAM-related initiatives, they express their doubts, fears, creativity and social commitment. They are doing it through music, theater, visual arts, academic moredebates, photo exhibits, workshops, interviews and more- in a constructive and egalitarian dialogue with those adults who wish to guarantee a future to younger generations. generations They embody the authentic spirit of child participation and youth empowerment, and give to the world their creative energy with joy, imagination, and generosity. The poem by Michele, a twelve years old boy from Switzerland, illustrates how young people are willing and ready to actively take social responsibility and participate in global processes of awareness raising and change. I WANT TO by Michele I want to cry out to the world the rage of chained children. I want to cry out to the world the pain of abused girls. I want to cry out to the world the sadness of abandoned babies. I want to cry out to the world the fear of maltreated kids I want to cry out all this to the world But who will cry out with me? Will you?
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The Pinocchio canvas Once upon the time Jiminy Cricket, where are you? among the many visual creations is a strong genuine expression of youth participation. It is the voice of teenagers who were given the opportunity to present their vision of the complex reality of child labour in a globalized world and to promote awareness in a way that is also meaningful to younger children. No words can evoke the richness of their inner experiences, the knowledge and awareness acquired and the value of their appeal for equal rights in a world of disparities. They ask to champion the cause of all children.
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Slide show: http://www.ilo.org/dyn/media/slideshow.curtainUp?p_lang=en&p_slideshow_id=23.
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Lionel Urdy Lionel
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Charlotte Gruber Charlotte
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Aviana Bulgarelli Aviana
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Inclusione sociale e nuove povert: una proposta metodologica

Paolo Coceancig
In seguito alle profonde trasformazioni sociali e della realt produttiva avvenute in Italia negli ultimi decenni, gli operatori dei Servizi si trovano oggi a dover declinare al plurale il significato del termine povert, non a caso le aree dintervento preposte allinclusione sociale sono definite delle Nuove e vecchie povert. Accanto alle tradizionali situazioni di indigenza e disagio, la maggior parte delle quali faceva riferimento a Servizi come il SERT e i CSM, si stanno consolidando altre e pi complesse forme di criticit sociale. Il sociologo francese Eugene Enriquez, in uno studio di qualche anno fa sulla trasformazione del lavoro sociale in Italia, ne individua i passaggi essenziali: il primo, dal secondo dopoguerra agli anni settanta quando, sulla spinta delle due idealit forti del tempo (quella dispirazione cristiana e quella dispirazione marxista), si sviluppa lidea dellinclusione totale, tutti gli individui, ciascuno in base alle proprie competenze e possibilit poteva e doveva avere una funzione sociale, un ruolo propulsivo allinterno della societ; la seconda che parte dalla fine degli anni settanta quando, con la crisi delle grandi fabbriche e i conseguenti licenziamenti, per la prima volta si ritiene ammissibile il pensiero che lindividuo possa essere socialmente espulso. La societ neoliberista che prende corpo durante gli anni ottanta, certa della spinta inesauribile dellenergia propulsiva del consumismo, ritiene di essere in grado di prevedere allassistenza di quel 20% di persone che rimangono ai margini del sistema produttivo. La crisi attuale anche la crisi di quellillusione, peraltro gi presagita in tempi non sospetti da alcuni studiosi pi lungimiranti (la societ dei 2/3 di Peter Glotz). Oggi molte persone che si rivolgono ai nostri Servizi, assuefatte ad un ormai impraticabile assistenzialismo permanente, si vergognano della loro condizione e preferiscono rinunciare ai beni primari pur di conservare i loro feticci identitari (schermi al plasma, abiti griffati, cellulari di ultima generazione). Il lavoro di aiuto per questi individui non pu ovviamente ridursi alla ricerca di unoccupazione, cosa peraltro quasi impossibile in questi nostri tempi di crisi, bisogna ripartire da una ridefinizione del s, creando intorno a loro una rete di relazioni positive, trasmettendo una nuova consapevolezza delle priorit, in poche parole va progettato un percorso educativo globale dinclusione. Ci sono poi le persone che, dopo anni di occupazione, hanno perso il lavoro in seguito alla crisi economica degli ultimi due anni: spesso sono individui cui mancano pochi anni al raggiungimento dellet pensionabile, difficilmente ricollocabili in ambito lavorativo. La loro difficolt la difficolt di chi non si mai
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trovato in una situazione del genere: non sanno come si cerca un lavoro, dove andare, a chi chiedere aiuto semplicemente per stilare un curriculum. Molti di loro dopo alcuni mesi, neppure troppi, perdono la fiducia in s stessi e spesso cadono in depressione (visto il preoccupante aumento del numero di suicidi tra i neodisoccupati, a Bologna un gruppo di specialisti ha fondato unassociazione, Primo Maggio, che garantisce supporto psicologico a queste persone). Infine ci sono i figli della precariet contrattuale originata dalla Legge 30, il pi delle volte giovani che non riescono a pianificare un futuro stabile (farsi una famiglia, si diceva una volta) e che stanno esaurendo i risparmi accumulati dai loro padri in una vita di lavoro fisso. Ora, di fronte a questa smisurata complessit del disagio presente nella nostra societ, si necessariamente dovuto modificare lapproccio progettuale di noi operatori del sociale: non solamente semplici interventi di Borsa Lavoro o lavori socialmente utili destinati inevitabilmente al fallimento, palliativi che servono al pi a far pagare qualche bolletta arretrata nellimmediato, bens presa in carico globale della persona nella sua complessit (lintegrazione lavorativa deve andare di pari passo con quella sociale). Aumentare loccupabilit di una persona un percorso che necessariamente si deve sempre porre come obiettivo, oltre allacquisizione del maggior numero di competenze, una nuova definizione di s allinterno del contenitore identitario di riferimento (sentire lappartenenza). Ci si pu raggiungere solamente mediante la responsabilit collettiva del territorio attraverso un patto del lavoro locale che chiami in causa la molteplicit degli attori sociali presenti (Enti locali, Cooperative sociali, Centri per lImpiego, sindacati, volontariato e imprese del profit maggiormente sensibili al tema) e che recuperi il valore del lavoro come elemento socializzante, di crescita personale (in Inghilterra per parlare di qualit del lavoro si usa ancora il termine forte di decent work). Stimolare dunque il territorio a responsabilizzarsi di fronte alle problematiche che in esso e alle volte in conseguenza di esso, nascono. Parallelamente sottolineo limportanza della presa in carico della persona nella sua articolata completezza: la persona nella sua totalit, non solo il disoccupato. Per quel che riguarda lesperienza operativa sul territorio (la Provincia di Bologna), la nostra progettualit si colloca essenzialmente sulla scia delle indicazioni contenute nel Rapporto sulle Politiche contro la Povert e lEsclusione Sociale Anno 2003 (a cura della Commissione Parlamentare di Indagine sullEsclusione Sociale), ponendosi come metodo e obiettivo la realizzazione di Buone Prassi capaci di rispondere alle seguenti caratteristiche:
Prossimit: capacit di essere vicino allaltro e al suo bisogno, accorciando le distanze, sia fisiche che relazionali, tra chi domanda e chi risponde. Personalizzazione: capacit di ascoltare le singole persone e di coglierne i bisogni, organizzando risposte che tengano conto dellunicit del singolo, delle sue inclinazioni e delle sue esigenze. Territorializzazione: insediamento locale dei Servizi per favorire la vicinanza fisica al disagio e la conoscenza diretta delle problematiche territoriali.
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Lavoro di rete: trama di relazioni non competitive che connette entit autonome che permette risposte operativamente pi snelle ed aderenti ai tempi e ai modi della domanda. Innovativit: capacit di inventare soluzioni inedite, combinando in modo efficiente le risposte con le reali disponibilit delle risorse. Flessibilit: adattare gli schemi organizzativi alla logica del problem solving piuttosto che alla conformit procedurale. Accompagnamento: presa in carico della situazione problematica nella sua unicit e complessit. Tempestivit: attivare risposte alle diverse tipologie di disagio in tempi rapidi data la natura spesso emergenziale dei disagi stessi e la necessit di agire in contesti e situazioni ad alta problematicit, dove risulta cruciale saper intervenire in tempi ristretti.
La figura professionale che grazie alla sua versatilit racchiude in s le funzioni necessarie (educativa, assistenziale, organizzativa e di ricerca, come da Decreto Ministeriale n.520/98) per garantire il funzionamento di tali percorsi progettuali, quella dellEducatore Professionale. Essa infatti garantisce: 1. affiancamento e accompagnamento, in particolare nella fase iniziale e nelle fasi di crisi e di abbandono, nei luoghi di lavoro e/o in attivit di socializzazione. 2. intervento nei contesti famigliari per stimolare le funzioni parentali e supportare, in collaborazione con altre figure professionali, gli adulti nella fruizione dei servizi motivandoli alla costruzione di un progetto di vita autonoma. 3. ampliamento dei momenti di co-progettazione e verifica puntuale con le Aziende per ridurre al minimo i rischi di esclusione avendo preventivamente condiviso la necessit di una ridefinizione in itinere delle azioni. 4. attivit di marketing sociale al fine di monitorare le Aziende del territorio per la creazione di un significativo elenco di Ditte particolarmente sensibili alle problematiche dellesclusione (accoglienza delle Imprese del profit nella Rete). Concludendo, dalla nostra pratica operativa ci deriva linsegnamento che le politiche di contrasto alle situazioni di grave marginalit sociale possono produrre risultati significativi soltanto con la messa in rete dei saperi e delle risorse. Per riportare le persone dentro i luoghi di riconoscimento sociale, per impedire lallargamento della forbice che sta separando agio e disagio nella nostra societ, per contrastare significativamente le cittadinanze passive, bisogna essere in molti. Bisogna evitare le solitudini operative.
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Tommaso Grimaldi Tommaso Grimaldi
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Professional insertion of women of underprivileged means: an experience of education for women empowerment
Neus Pociello Cayuela
General Coordinator and Manager of the Attention Program for Women of the Aroa Foundation
The characteristics of specific exclusion and psychosocial risk of women are increased on less privileged sectors due to greater exposure to other aspects of risk and situations of poverty, migrations, gender violence or cultural contexts of supremacy. The essential link that connects these issues stems from a need of survival that is reflected in a lack of development of personal skills, whether derived from formal education (schooling) or non formal education and own nature knowledge and management (mental, emotional and social). This experience is based on the program that the Aroa Foundation has developed for the professional insertion of immigrant women since 2004. Women represent a 44.75% of the immigrant population in Catalonia and are a key element of integration for their impact on the entire family. Immigrant women suffer a particular risk because they have to adapt to a new sociocultural environment with totally different patterns from the origin country, face a grieving process of separation, a difficulty in entering to the labour market with low recognized work and sometimes the pressure to support alone their families. From this reality the central action of this program promotes the employability of women through their training, not only achieving professional skills, but personal development and empowerment skills, facilitating the takeover required to generate a change in personal circumstances (recognition of skills and personal development potential) and social (recognition of their autonomy as an agent of transformation of inequalities). Objectives
Promote women empowerment training them in the knowledge of their own nature and personal skills. Provide tools for self - management and prevention of psychosocial risks. Facilitate the insertion to the labour market forming them in the care of chronically sick and elderly.
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Promote the value and equality of women in a sustainable and pluralistic society. Facilitate integration accompanying the process of adaptation to new personal and socio - cultural context Helping the welfare of the dependents and the elderly by training their caregivers.
Methods The specific methodology designed by Aroa Foundation combines formal and non formal education tools, thus ensuring attention to all dimensions of the person (physical, mental, emotional and social) to obtain satisfactory results not only in the labour market area but also in the individual development of each participant to preserve their own autonomy in all areas of their life. Intervenant: Neus Pociello Cayuela is the General Coordinator and Manager of the Attention Program for Women of the Aroa Foundation. The mission of Aroa Foundation focuses on helping individual and collective welfare, promoting the global health which has a physical, mental, emotional and social dimension, preventing and attending the psychosocial disorders generated by the modern lifestyle. Psychosocial disorders are originated in those situations that cause states of chronic stress, aggressiveness, lack of emotional support and generate various symptoms or diseases such as depression, adjustment disorders, pain or chronic fatigue among others. Aroa Foundation unique methodology to combat this disorders comes from an integrative perspective of conventional and alternative tools of health, education and social care.
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Lducation pour exercer ses droits Dconstruire et reconstruire de nouveaux savoirs partir de ceux qui ont le moinsv
Marie Ccile Renoux
Luniversit populaire est une action fondatrice du Mouvement ATD Quart Monde. Elle rassemble tous les mois des personnes qui vivent dans la grande pauvret et dautres qui en sont solidaires, afin de sentretenir ensemble sur un thme prcis. Elle constitue un espace cr par et pour les personnes qui au dpart ne possdent pas encore les outils ncessaires la matrise de la pense, de la parole, de lexpression publique. Elle se dcline dans diffrents domaines dont celui de laccs aux droits. Toutes les Universits populaires Quart Monde se fondent sur lexprience des personnes qui y participent. Elles mettent en valeur lexprience de vie des personnes trs pauvres et lexistence dun savoir dexprience en Quart Monde dont les personnes doivent pouvoir prendre conscience et quelles doivent pouvoir partager avec dautres. Cela veut dire, runir - parfois difficilement - un certain nombre de conditions pour mettre en uvre ces changes. Ces rencontres ont une fonction dinstruction , de production de savoir, et de transmission de ce savoir, les personnes trs pauvres ayant un rle central comme acteur, la dmarche ducative tant conue pour et avec elles. Des savoirs sont acquis, non seulement par les personnes en situation de grande pauvret, mais par tous les autres participants luniversit populaire, dans une dmarche de co-construction, avec un projet dfini : le combat contre la misre et lexclusion sociale. Ces savoirs permettent dagir, dentrer dans des relations sociales qui sont transformes puisquelles reposent sur de nouveaux savoirs - notamment le droit et la lgitimit de faire valoir ses droits.
1. Prsentation dATD Quart Monde Le Mouvement ATD Quart Monde sest bti et se construit encore aujourdhui avec des personnes qui vivent dans la grande pauvret et qui la refusent au jour le jour.
v Contribution btie partir de la thse en Sciences de lEducation (Universit Paris VIII) de Genevive DEFRAIGNE-TARDIEU (volontaire permanente du Mouvement ATD Quart Monde), intitule LUniversit populaire Quart Monde, la construction du savoir mancipatoire , 2009.
http://www.atd-quartmonde.fr/L-Universite-populaire-Quart-Monde,1021
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Il lutte pour les droits de lhomme, avec lobjectif de garantir laccs des plus pauvres lexercice de leurs droits et davancer vers lradication de lextrme pauvret. Pour ceux qui vivent dans la grande pauvret, cest lensemble des droits qui sont viols, des droits indivisibles et interdpendants. Le combat mener ne peut donc se rsumer venir en aide des populations dmunies ; il est de sunir pour rendre effectif laccs de tous aux droits de tous tous. Face la vision des trs pauvres, souvent considrs comme responsables de leurs checs et coupables de leur malheur, le Mouvement ATD Quart Monde appelle changer de regard , et opter pour une nouvelle vision du monde : En raction la fatalit de la misre, la misre a t mise hors la loi ; en raction au poids de lexclusion et de la honte, un rseau dalliance au-del des clivages sociaux a t form ; en raction la culpabilit de la misre, une identit forte et de fiert a t forme, celle de Quart Monde. En raction la honte de lignorance une nouvelle posture est propose, un renversement qui impose le prtendu ignorant comme un savant, cest la posture de lUniversit populaire Quart Monde. 2. LUniversit populaire Quart Monde Luniversit populaire est une action fondatrice du Mouvement ATD Quart Monde. Elle rassemble tous les mois des personnes qui vivent dans la grande pauvret et dautres qui en sont solidaires, afin de sentretenir ensemble sur un thme prcis ; le dialogue, mdiatis par lanimateur ou lanimatrice, se droule avec la participation dun invit. Les invits sont des experts du thme dbattu qui viennent participer aux changes dans une recherche de comprhension commune. Ce sont des personnes relais dans la socit par leur situation professionnelle, par leur rle politique, par limpact de leur pense, etc. Le thme et le cadre de la rflexion sont dtermins par les personnes vivant dans la grande pauvret afin que la problmatique soit vritablement la leur et ne soit pas impose par un tiers, ce qui serait une nouvelle alination. Chacun apporte sa rflexion partir de son exprience de vie ou de son exprience daction ou bien encore de son exprience professionnelle. Pareille rflexion sur lexprience est la base des changes. LUniversit populaire constitue un espace cr par et pour les personnes qui au dpart ne possdent pas encore les outils ncessaires la matrise de la pense, de la parole, de lexpression publique. Pour des personnes qui nont jamais t coutes et qui nont jamais t prises au srieux, cest une occasion de parler avec honneur, en ce sens que leur parole compte pour quelquun, et prise en considration par quelquun. La prsence de personnes issues de diffrents milieux a pour but de ne pas enfermer les personnes pauvres entre elles, de former chacun la pense de lautre, de crer une communaut dapprentissage. La prsence rgulire de personnes qui ne vivent pas des situations de grande pauvret est une
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reconnaissance pour les autres. Cest un moyen de faire voluer conjointement les situations de non-droits qui mnent lexclusion sociale et la pauvret. 3. Mais il y a des conditions raliser pour mettre en uvre les interactions Elles sont nombreuses et parfois dlicates runir. Il sagit de la reconnaissance inconditionnelle de la dignit de lautre, mme et surtout sil est trs marqu, abm par la misre ; il sagit dattribuer du sens la pense de lautre, mme si celle-ci est encore embryonnaire ou balbutiante ; il sagit de sengager dans une relation de rciprocit, chacun reconnaissant lautre et apprenant de lautre. Il sagit enfin de sengager ensemble dans un projet commun de libration, un projet clairement affich dengagement contre la grande pauvret.
A part luniversit populaire, je nai pas vu grandmonde mcouter. Cest l que jai vraiment appris ne pas tre jug..., a a t important pour moi.
Ces relations spcifiques tant poses, des transformations importantes peuvent avoir lieu : La premire fois, quand je suis arrive aux runions duniversit
populaire, je nai pas parl parce que je me suis sentie tellement ridicule, javais peur (...) et ce qui ma surprise, cest la concentration dattention porte aux personnes dmunies.
Cela ncessite une grande proximit avec les familles dmunies car il faut aller la rencontre des personnes, susciter leur participation, les engager dans un dialogue avec dautres personnes qui ne sont pas du mme milieu socio-conomique, dpasser les blessures et les blocages. 4. La production de savoir Ces rencontres ont une fonction dinstruction , de production de savoir partir de lexprience de vie, et de transmission de ce savoir, les personnes trs pauvres ayant un rle central comme acteur. Cest lexprience de vie qui est la plus grande force des personnes trs pauvres. Les situations quelles endurent et la rsistance ou les tentatives de rsistance la vie de pauvret sont un atout que lUniversit populaire va mettre en valeur. Ainsi apparat lexistence dun savoir dexprience en Quart Monde mme parmi les Monde, personnes trs limites dans leurs savoirs formels; mais il est ncessaire quelles en prennent conscience et quelles le partagent avec dautres. Toute ralit de vie nest une exprience que si elle a t rflchie, que si un sens lui a t donn, que si elle a t mise en mots. A luniversit populaire, au sein du groupe, ces diffrentes tapes sont franchies. Le niveau dtudes des participants est en gnral trs peu lev ; lexprience de lcole est celle de lchec. Il faut prendre cela en compte. Il faut une attention constante aux conditions de vie, aux capacits dexpression, aux diffrentes formes de pense, aux blessures et aborder de faon radicalement diffrente la question
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de lapprendre. Certains ne savent ni lire ni crire, mais ils peuvent participer avec profit car la majorit des changes et du travail se fait oralement. Lducation non formelle et lexprience de vie viennent relayer les manques de lducation formelle. A luniversit populaire les sollicitations intellectuelles les plus diverses ouvrent de nouvelles possibilits ; lexpression orale, le mime, le thtre, lcriture, les expressions symboliques rvlent des possibilits insouponnes et caches, une exprience de vie trs riche. 5. Comment se forge la rflexion sur les droits ? Toutes les Universits populaires Quart Monde se fondent sur lexprience de vie des personnes qui y participent mais elles se dclinent dans diffrents domaines dont celui de laccs aux droits. Diffrents exemples permettent danalyser le type de savoir qui est produit et de mettre en vidence la construction collective de savoir. Une universit populaire consacre au thme de lgalit des chances . Cest la notion expose dans la loi de cohsion sociale en France. Il est important den dbattre car cest ce que propose le gouvernement comme approche de la pauvret. La problmatique consiste chercher partir dexemples ce qui peut tre facteur dgalit des chances, ce qui joue lencontre de lgalit des chances et enfin ce quil aurait fallu pour quelle soit respecte. Linvit est le directeur de cabinet de la secrtaire dEtat, charge de la prcarit et de lexclusion. Luniversit populaire du mois suivant est un prolongement. Elle est consacre au volet logement de ce plan de cohsion sociale. Les questions pour la prparation sont les suivantes : Quelle est limportance davoir un logement pour vous si vous en avez un, et en quoi il vous manque si vous nen avez pas ? Que faites-vous pour en trouver un, pour le garder, pour aider dautres ? Les rflexions sont transmises sous forme de thtre image . Linvit est un architecte, reprsentant dATD Quart Monde pour les questions de logement, qui sera reu prochainement par le ministre qui travaille sur la future loi pour lhabitat. Est galement prsent un responsable logement. Ces dialogues apportent majoritairement la connaissance des droits : La connaissance de la nouvelle loi, la prise de conscience de ses droits (le quotient familial), la possibilit dvaluer laccs aux droits (lhpital cest lgalit des chances), et la possibilit danalyser ses droits (le calcul des ressources tait fait sur les revenus de lanne passe). Ces interactions permettent aussi des prises de conscience propos de sa vie et de la situation de non-droit (une femme choisi limage dun escalier qui descend et puis qui remonte pour symboliser la dgringolade et la remonte qua t sa vie), et permettent la comprhension des raisons du non-droit. Elles permettent de djouer
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un effet contre-productif, leffet de seuil (avec 80 euros de plus on est pauvre). Ces dialogues permettent aussi dentrer dans une problmatique de pense trangre (lgalit des chances) et de la critiquer (on ny croit pas lgalit des chances). Linvit, lui aussi, entre dans lchange et fait des propositions (il faut un reste vivre, il faudrait des seuils progressifs) et fait appel lexpertise et la capacit de pression des militants (signaler les mdecins qui refusent la CMU (Couverture maladie universelle). Dans ces changes se dgage une rflexion collective sur le sens de lgalit des chances . Cette notion est revue collectivement et reformule par lassemble dans le sens dun accs effectif aux droits. Il y a unanimit pour dire que lgalit des chances nexiste pas en milieu de grande pauvret, avec des preuves. Il y a des propositions pour tendre vers laccs effectif aux droits : le quotient familial, les seuils dgressifs, la prise de risque des bailleurs auprs des personnes faibles ressources, lautorisation de lexercice de la solidarit, le reste vivre . Il y a une proposition de mesure de lgalit des chances : tre reconnu comme un tre humain. Il y a proposition de rtorsion contre ceux qui ne respectent pas la loi. On voit mettre en uvre lchange pour une comprhension commune. Lassemble a compris le sens de la loi sur lgalit des chances. Linvit a compris le point de vue de lassemble. Ils ont mutuellement compris lincomprhension. Ils cherchent se lier sur un terrain dentente, celui des non-droits et sur le terrain de la lutte contre le non-droit dans un domaine prcis. Luniversit populaire sur le logement apporte une information sur le droit (dfinition du logement insalubre) et un change dinformation entre pairs, et de savoir faire (affiche dans le hall dun immeuble pour prvention des expulsions). Il y a un partage dexprience avec linvit pour renforcer sa connaissance sur le non accs au droit ( je suis intress et trs en colre contre ce que jentends ). Il y a une contribution la cration de droit (investissement pour faire avancer la lgislation sur le Droit Au Logement Opposable) ; il y a instruction dun responsable du logement qui dcouvre laspect humain du non-accs au logement ( on apprend beaucoup de choses en vous coutant ). A la marge de lUniversit populaire, il y a le rtablissement du droit par lobtention dun logement. Dans cette rencontre, cest plutt la dimension collective du droit qui est au centre des changes. De nombreuses universits populaires sont consacres au thme de la famille, des enfants, de la protection de lenfance, sujet qui est au cur de la vie des personnes en situation de pauvret. Citons lexemple dune universit populaire avec un juge des enfants. Celui-ci reconnat qu il ny a que dans le tribunal pour enfants quil y a une telle distance entre la loi et la pratique. Personnellement, je trouve a insupportable . On ne ma pas dit pourquoi mon enfant tait plac . Ces revendications souvent exprimes lors des universits populaires, ont amen la France se mettre en conformit avec la jurisprudence de la Cour europenne des droits de lhomme en autorisant aux parents et aux enfants, laccs au dossier en assistance ducative.
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Les adultes prsents dcouvrent des rgles de droit quils ne connaissaient pas, mais partir de leur vie, ils questionnent les pratiques mises en uvre : Vous ne pensez pas quon devrait plutt aider les parents avoir leurs droits plutt quenlever les enfants ? Jai t place, je suis mre de famille. Jai des difficults lever mes enfants. Toute cette souffrance, comment on peut la rparer pour viter de faire des erreurs, pour viter quon nous enlve nous-mmes nos enfants ? 6. Comment sont produits de nouveaux savoirs ? Un invit commente la production de savoir laquelle il a particip : Il y a plusieurs niveaux dans la production de savoir. Dabord il faut que la personne sache quelle a quelque chose dire, mme si elle lignorait. Parce que la parole de ces gens, cest toujours une parole de qumande, de demande, de manque..., et l on va les interroger dans quelque chose de lexcs : Tu es porteur de quelque chose qui est un point de vue, un avis, une histoire, un contexte Dj, on ne sadresse plus quelquun qui est carenc, mais on sollicite lexcs de quelquun, ce qui est en plus, la richesse. a, cest dj le premier moment. Vient le deuxime niveau : ce que la personne a dire, ce nest pas parce quelle le ressent que cest une vrit. Donc il y a confrontation, et un dbut de pense ensemble. 7. Les transformations Quels sont les effets des transformations produites ? Quels sont les changements ? Les participants disent le plus souvent : Les invits chaque runion sont importants car ils nous expliquent nos droits que parfois on ignore et on ne peut pas se dfendre . LUniversit populaire est un lieu o lexistence des droits est une rvlation pour beaucoup. De plus, les lois qui ont une incidence sur la vie des personnes dmunies sont voques rgulirement. Celles-ci sont nombreuses, difficiles daccs et changent rgulirement. Au fur et mesure des annes qui passaient, jai appris beaucoup de choses, jai appris quil y avait des droits, donc le droit davoir un toit dcent, le droit la sant, le droit la cultureje me suis servie beaucoup de ces droits-l, ctait une lutte trs, trs dure parce que, il fallait que je leur prsente les papiers en disant : Jai droit a, pourquoi je ne lobtiens pas. On me disait toujours : Oui, mais vos revenus sont faibles, vous avez 5 enfants, vous navez que les allocations familiales, vous navez pas de revenus Ctait un lutte continuelle avec le droit au logement. Lassistante sociale que jai t voir pour avoir un appui, elle lisait bien les papiers que je lui montrais, elle a mme fait une photocopie pour en garder un pour elle . Il nest pas rare que des membres de lUniversit populaire informent le personnel administratif dont ils dpendent de lexistence de leurs droits. Les savoirs acquis luniversit populaire permettent dagir, dentrer dans des relations sociales qui sont transformes puisquelles reposent sur de nouveaux savoirs - notamment le droit - et la lgitimit de faire valoir ses droits.
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Le rassemblement a un projet dfini : le combat contre la misre. Il donne de lassurance, il donne une identit, personnelle et collective, qui permet de passer de la honte la dignit, il donne plus de force dans le combat. Dans ce rassemblement, chacun se transforme. Ceux qui vivent la pauvret osent des choses quils noseraient pas autrement. Ceux qui nont pas vcu parmi les pauvres prennent conscience de la misre et du refus de la misre. Ils rflchissent la vie. Ils ont fait le choix de ce combat pour tre plus utiles. Ensemble il y a lespoir douvrir de nouvelles portes. Les militants forms lUniversit populaire sinvestissent dans des actions et programmes qui demandent cette formation de base acquise au fil des annes. Certains participent des programmes ambitieux de co-formation avec des professionnels. De nombreux groupes de travail voient le jour : sur le placement des enfants, sur la famille, sur laccs aux droits fondamentaux (qui ont suivi, en France, la mise en uvre de la loi de lutte contre les exclusions). 8. Conclusion La grande pauvret met lpreuve toute institution, organisation, pdagogie, ou mme pense et donne loccasion de dconstruire et reconstruire partir de ceux qui ont le moins de moyens. Sil y a une seule leon retenir, cest que la dmarche ducative doit tre conue pour et avec les personnes concernes dans un projet mancipatoire. Lorsque lintrt est mobilis, lorsque le sens est tabli, louverture l apprendre est beaucoup plus aise. Des savoirs sont acquis, non seulement par les militants, mais par tous les autres participants luniversit populaire, dans une co-construction Les travaux de luniversit populaire sont le fondement de laction politique du Mouvement ATD Quart Monde avec ses capacits de connaissance, de rflexion, de propositions et de revendications. Luniversit populaire a un impact, tant par la capacit dmancipation de ses membres que par ses implications dans la socit. Cest ce que je trouve joyeux, important, intressant dans cette exprience de lUniversit populaire dATD Quart Monde. Il y a l, quelque chose qui est de lordre de lmergence dun savoir partagIl sagit de mettre en commun expriences et savoirs dans un chaudron commun pour quil merge quelque chose en commun. Quand on sort dune sance de lUniversit populaire dATDtout le monde sort avec quelque chose quil navait pas avant de venir. Ce nest pas diffuser, divulguer un savoir, cest construire des savoirs.
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Formazione ed inclusione sociale

Beniamino Lami
Segretario nazionale FLC-Cgil
Il carattere inclusivo del sistema formativo italiano deriva direttamente dal dettato costituzionale che attraverso il combinato disposto di diversi articoli, tra i quali il terzo ed il trentatreesimo, ne definisce direttamente natura e finalit. La formazione e la scuola in particolare rivestono un carattere cos importante che per questultima, caso unico, ne vengono addirittura individuate le modalit di espletamento e di erogazione. La natura laica e plurale della nostra scuola, le sue finalit di crescita civile e culturale di ogni cittadino e di strumento indispensabile e necessario per rimuovere le disuguaglianze e gli ostacoli alla conquista di una piena cittadinanza, fuori discussione. Le istituzioni della Repubblica hanno quindi il compito di costruire le condizioni perch queste finalit possano effettivamente svilupparsi e il diritto allistruzione essere universale. Costruire le condizioni per., vuol dire dotarsi di un sistema in grado di intuire e capire le trasformazioni sociali e di interagire con esse. Cio un sistema strutturalmente in grado di riformarsi trasformarsi in rapporto alle caratteristiche delle realt in cui opera. Il fenomeno migratorio che ha investito lItalia come molti altri paesi europei, non ha pi il carattere delleccezionalit, ma ha ormai assunto una caratteristica di tipo strutturale. La multiculturalit e la multietnicit della nostra societ sono caratteristiche evidenti e palpabili ed hanno prodotto profondi mutamenti che investono tanto il territorio quanto i diversi aspetti del welfare, dalla sanit al lavoro alla scuola. Non c banco di prova migliore del rapporto con limmigrazione per verificare la capacit del nostro sistema scolastico di essere fedele al dettato costituzionale. Non c banco di prova migliore per verificare la capacit di trasformare multiculturalit e multietnicit in intercultura. Lintercultura essa stessa cultura, carica di principi di solidariet, uguaglianza, cittadinanza e democrazia e, da questo punto di vista rappresenta la traduzione pi concreta della nostra Costituzione. E una cultura che si costruisce insieme, nellinterazione tra identit diverse di singoli e di comunit che fa delletica della pace, della fratellanza, e del riconoscimento delle diversit, il fulcro di una chance di crescita civile e sociale individuale e collettiva.
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Istruzione come servizio universale La sfida educativa: educare alla solidariet

Alessandro Martini
Direttore - Caritas Florence
La Caritas, strumento della fondamentale dimensione caritativa della Chiesa Universale, si pone come esperienza concreta e condivisa nellascolto, nellosservazione e nel discernimento delle sfide che tutti gli uomini e le donne del nostro tempo affrontano o subiscono, con le vicissitudini spesso ai pi sconosciute e drammatiche che queste implicano. Nel costante e capillare impegno verso le molteplici fragilit ed emergenze di cui ci occupiamo quotidianamente,la sfida educativa ad un primo sguardo potrebbe sembrare non prioritaria sullagenda Caritas, rappresenta invece un punto fondamentale di attenzione, approfondimento e azione nella pedagogia della Carit da proporre sempre e ovunque come opportunit, stile di vita, incarnazione dei valori di pace, di giustizia sociale, di diritti fondamentali a difesa della persona umana per un azione di vera inclusione sociale per tutti. Istruire per educare, educare per tutelare, promuovere, difendere e portare a completamento le potenzialit intrinseche in ogni creatura umana nei suoi diritti fondamentali. La complessit della vita sociale e del sistema di relazioni da un lato, e la spinta selettiva come caratteristica prevalente dei criteri di inclusione sociale dallaltro, unitamente ad un crescente divario tra benessere e malessere in diverse aree del pianeta, fanno da sfondo ad una preoccupante realt in cui luniversalit del diritto allistruzione tuttaltro che acquisita. Don Lorenzo Milani, per noi un riferimento importante, in un passaggio di una lettera ai genitori diceva:
Quando avete buttato nel mondo di oggi un ragazzo senza istruzione avete buttato in cielo un passerotto senza ali.
Ritengo molto appropriato questo pensiero di don Milani, prete e uomo delleducazione il quale ha dedicato tutte le proprie energie ed una vita intera lasciandoci un grande patrimonio da cui trarre insegnamento. Lesperienza Caritas intende considerare preminente limpegno educativo e pedagogico verso comportamenti, stili di vita ed azioni che accompagnino e sostengano il percorso di crescita della persona in modo integrale.
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Ascoltare in un tempo in cui sembra non trovare pi spazio la dimensione autentica della relazione umana, educare allascolto dellaltro crediamo possano
rappresentare una priorit ed unattenzione verso esperienze di vera solidariet. Se oggi consideriamo infatti le modalit culturali comportamentali prevalenti in un quadro di forte de-responsabilizzazione rispetto alle dinamiche sociali di relazione, dobbiamo evidenziare come lindividualismo e lego-centrismo smisurato porta a considerare laltro come antagonista, come nemico a prescindere e a compromettere irrimediabilmente qualsiasi forma di dialogo corretto e positivo come base di possibili opportunit relazionali. Ascoltare risulta peraltro una missione ancora pi delicata ed ambiziosa se il richiamo daiuto alluomo credente arriva da voci deboli, piccole o svantaggiate. La Caritas, in quanto organismo pastorale della Chiesa, animato da basilari principi cristiani attraverso i suoi operatori ed i suoi volontari, pu e deve in questo senso esercitare la sua pedagogia alfine al fine di portare voci inascoltate alle orecchie delle istituzioni, entit preposte ad imprimere cambiamenti strutturali votati al miglioramento delle condizioni sociali delle comunit che chiedono aiuto. Sortire insieme dai problemi la politica, farlo da soli lavarizia, esortava ancora profeticamente don Lorenzo Milani. Ma se davvero siamo convinti che la politica possa rappresentare la pi alta forma di carit, lazione in una realt come la Caritas, capace di fare rete sul territorio, pu essere decisiva per illuminare zone dombra di disagio sul territorio. Dal dialogo e dallaccompagnamento solidale di ogni vita soprattutto nel creare percorsi che consentano a ciascuno di sviluppare istruzione, conoscenze e competenze tali da maturare nellautonomia e nella libera autodeterminazione, si possano formare uomini e donne protagonisti di inclusione sociale. Dalla conoscenza poi dei fenomeni e dei mutamenti socio-culturali attraverso lincontro e la ricerca di occasioni volte alle positive prassi di contaminazioni di esperienze, storie e processi socio-educativi possono trarre vantaggio le realt pi deboli e fragili dalle fasce di popolazione ancora molto vaste, gravate dai pi svariati condizionamenti e svantaggi a causa dellanalfabetismo, dellignoranza della lingua, delletnia o ceto di appartenenza. La scelta di una vita solidale trova nella dimensione educativa il suo fondamento. Solidali non si nasce, si diventa attraverso percorsi di istruzione e di educazione che con faticosa gradualit, coerente continuit ed esemplare testimonianza di vita qualcuno ci prende per mano e con Amore incondizionato prende parte alla nostra esistenza senza nulla chiederci in cambio: vive con noi e a nostro fianco come un dono capace solo di chiederci di fare altrettanto nelle dinamiche relazionali che ci troveremo a vivere. E lesperienza della reciprocit come frutto delleducazione solidale molto cara alla pedagogia della Caritas. E una scommessa in cui tutti coloro che accettano di scommettere accettano di giocare una partita pi grande di loro, piena di incognite, ma capace di investire tutto sui valori pi autentici per rendere vero e realizzato un essere umano. La dimensione educativa delle relazioni umane non pu prescindere dal misurarsi con linstancabile impegno verso una giustizia sociale capace di affermare tra le priorit assolute per tutti il diritto allistruzione e ad una educazione adeguata. A tal proposito da anni la Caritas attiva con esperienze di rete nella tutela dei diritti umani compreso il diritto allistruzione sia a livello locale che internazionale.
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La compagna di lobby e advocacy a fianco dei dimenticati intende proprio patrocinare, tutelare e prendere le difese dei pi deboli. Intende dare voce e riscattare gli innumerevoli dimenticati ed emarginati del pianeta per il riconoscimento dei propri diritti fondamentali. Solidariet quindi resa concreta attraverso la risoluzione dei problemi pi urgenti e delle cause alla radice della negazione dei diritti fondamentali come listruzione e leducazione. La parola fa eguali ammoniva Don Lorenzo Milani mentre spendeva le sue energie intellettuali e paterne verso i suoi ragazzi di Barbiana che lui stesso desiderava riscattare dal peso dellemarginazione causata dallignoranza e dal pregiudizio. Lunione europea ci invita questanno a riflettere ed agire per combattere le povert. Le Caritas di tutta Europa si sono mobilitate con la campagna Zero Poverty. Certo anche nel nostro ricco continente sono evidenti i segni di una povert economica che sta drammaticamente coinvolgendo milioni di persone. C una povert tuttavia che non deve essere sottovalutata perch per certi aspetti pi silenziosa e devastante.E la povert dellisolamento e dellignoranza oltre che dellimpossibilit di tanti ad accedere anche alle soglie pi basse dei percorsi di istruzione che lascia sempre pi ampie fasce sociali ai margini della vita comunitaria. La parola per educare, la parola che si fa pane e si rende via per garantire nella libert il pane della giustizia e dello sviluppo e nella responsabilit solidale del reciproco sostegno non fa mancare a nessuno il pane per il sostentamento come segno della propria dignit.
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Droit daccs aux financements

Denis Stokkink
Prsident du think tank europen Pour la Solidarit
Tout dabord, je voudrais citer quelques chiffres quil est toujours important de rappeler. Malgr des systmes de protection sociale parmi les plus dvelopps au monde, 78 millions de citoyens vivent sous le seuil de pauvret en Europe, soit 16% de la population. Mme lemploi ne permet pas toujours de sen sortir puisque 8% des europens sont des travailleurs pauvres. Cette situation est inacceptable, partir du moment o lexclusion sociale reprsente un dni des droits fondamentaux des citoyens tels que consacrs par la Charte europenne des droits fondamentaux qui a t intgre dans le Trait de Lisbonne, et en particulier, ceux des catgories les plus fragiles comme les enfants, les personnes ges ou les personnes handicapes. Face ce constat, une srie dinstruments existent aujourdhui au niveau europen. Tout dabord, parmi les objectifs du Trait constitutionnel, figurent prsent clairement la lutte contre lexclusion sociale et les discriminations, la promotion de la justice et de la protection sociale, lgalit entre les femmes et les hommes, la solidarit entre les gnrations et la protection des droits de lenfant. Cet objectif se traduit dans la communication de la Commission intitule Europe 2020, une stratgie pour une croissance intelligente, durable et inclusive , qui fait suite la Stratgie de Lisbonne adopte en 2000, par la volont de rduire de 20 millions le nombre de personnes menaces par la pauvret dici 2020, indicateur qui doit cependant, encore tre approuv lors du Conseil europen de juin, par les chefs dtats et de gouvernements. Peut tre galement considre comme un pas dcisif, la recommandation de la Commission de 2008 sur linclusion active. Cette recommandation est particulirement importante car elle fixe un cadre structur pour laction politique de lUnion et de ses tats membres en matire de lutte contre la pauvret. Elle se fonde ainsi sur trois piliers que sont : des complments de ressources adquates, des marchs du travail inclusifs et laccs des services de qualit dont font videmment partie les services financiers. En effet, au cours des dernires dcennies, force est de reconnatre que laccs aux services financiers de base est devenu indispensable pour participer pleinement la vie conomique et sociale de nos socits. En particulier, lusage du
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virement bancaire est devenu la norme pour le paiement des salaires, des allocations sociales, la carte bancaire se gnralise pour le paiement des achats de la vie courante. Cest mme le seul moyen pour raliser des achats en ligne via Internet. Laccs au crdit hypothcaire est incontournable pour lacquisition dun logement et laccs la proprit, etc. Dans la plupart des tats membres cependant, un grand nombre de personnes sont victimes dexclusion financire, principalement les personnes faibles revenus, les allocataires sociaux, les familles monoparentales, les personnes issues de limmigration et les personnes ges. Ce phnomne risque de se dvelopper encore dans le contexte de la crise conomique et financire de 2008 qui a rendu les banques frileuses par rapport la prise de risque vis--vis de leurs clients et des mesures daustrit budgtaire qui sont en passe dtre adoptes par plusieurs tats membres afin de permettre lEuro de regagner la confiance des marchs. On peut dire que lexclusion financire se dfinit comme un processus par lequel les personnes prouvent des difficults accder et/ou utiliser des services et produits financiers du march gnral qui soient adapts leurs besoins et qui leur permettent de mener une vie normale dans la socit laquelle ils appartiennent . Selon les chiffres dun sondage dEurobaromtre repris par la Commission dans la consultation quelle a publie en fvrier 2009 et intitule Inclusion financire : garantir laccs un compte bancaire de base , 10% des adultes cest--dire des personnes ges de plus de 18 ans, dans les pays de lEurope des 15 (pays ayant adhr lUnion avant 2004) et 47% des adultes dans lEurope des 10 (pays ayant adhr lUnion en 2004) ne disposaient daucun compte bancaire en 2003. Par ailleurs, 8% des personnes interroges dans les pays de lEurope des 15 et 6% dans les autres tats membres ne disposaient que dun compte de dpt sans carte de paiement, ni chquier. Au-del de ces donnes globales, la proportion dadultes exclus de laccs un compte permettant deffectuer des transactions varie fortement selon les pays, puisquelle va de 2% aux Pays-Bas 62% en Lettonie. Les causes de cette exclusion financire sont diverses. Parmi les obstacles qui entravent laccs aux services bancaires de base, le rseau EFIN (Europen Financial Inclusion Network) qui a t cr en novembre 2009 par le Rseau belge Financement Alternatif (RFA) et qui regroupe des acteurs de la socit civile tels que des ONGs, des syndicats et des chercheurs, figurent le cot trop lev des services financiers, la complexit des produits bancaires proposs, lopacit et le manque dinformation, le manque de confiance en linstitution financire, les problmes de couverture gographique, les problmes daccs (problmes de mobilit dus un handicap, les problme de comprhension dus la surdit ou la malvoyance), et enfin, la dimension culturelle et religieuse. Dun autre ct, se profile la proccupation croissante du surendettement. En Belgique, en 2007, 338.933 personnes taient qualifies de surendettes, selon le Service de lutte contre la pauvret, la prcarit et lexclusion sociale, sur une population totale de 10,5 millions dhabitants. Vritable problme de socit et phnomne immanquablement prouvant, le surendettement se caractrise par un dsquilibre important et durable entre les revenus et les dettes de toutes natures.
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Dans de nombreux cas, c'est un accident de vie qui peut tre considr l'origine du surendettement : dcs d'un conjoint, perte d'un emploi, maladie, etc. Dans d'autres, il s'agit au dpart d'une mauvaise valuation des capacits de remboursement. Sans compter que la tentation du crdit facile est de plus en plus prsente. En Belgique, une loi anti-usure rglemente rigoureusement les taux dintrt la consommation. Par ailleurs, les prteurs sont soumis un certain nombre dobligations lgales parmi lesquelles la vrification de la solvabilit de leurs clients. Cependant, si loctroi de crdit par les institutions bancaires classique est gre de manire relativement rigoureuse, louverture de ce march des oprateurs dont ce nest pas lactivit de base tels que les enseignes de grande distribution pose problme, dautant que la mise en oeuvre de la rglementation en matire de publicit reste problmatique. Enfin, des phnomnes tels que le vieillissement de la population, le financement des pensions de retraite, la libralisation des services d'intrt gnral ou encore le dveloppement transfrontalier des marchs des biens et des services requirent de la part des citoyens une matrise croissante de leurs choix de consommation et de leurs capacits danticipation budgtaire. A ct de ladoption dun cadre rglementaire au niveau europen et national consacrant laccs pour chaque citoyen un compte bancaire de base, assorti de moyens de paiement, un tarif raisonnable et du dveloppement dans tous les tats membres dune lgislation protgeant le consommateur des dangers lis au crdit et au surendettement, simpose galement le dveloppement dinitiatives en matire dducation du consommateur. Toute une srie de programme et de bonnes pratiques existent dans les tats membres dans ce domaine. En Belgique, divers fonds publics soutiennent la mise en oeuvre de mesures d'information, de sensibilisation quant la problmatique du surendettement et une meilleure gestion de son budget. Il s'agit notamment du Fonds nergie wallon qui aide la mise sur pied de projets destins permettre une meilleure matrise des cots de l'nergie et du Fonds de Traitement du Surendettement, financ par des cotisations perues auprs des tablissements de crdit pratiquant le crdit-logement et le crdit la consommation, qui peut financer des campagnes d'information et de sensibilisation en rapport avec le surendettement. En outre, depuis le 1er avril 2004, le Ministre de la Rgion wallonne subsidie spcifiquement des actions d'information et d'accompagnement des consommateurs ou des personnes confrontes ou ayant t confrontes un problme de surendettement afin de favoriser une meilleure gestion de leur budget par les mnages, de leur permettre d'amliorer leur situation sociale et d'viter la survenance de situations de surendettement. Cependant, de gros progrs restent faire partout en Europe la fois pour toucher le public cible le plus susceptible dtre concern par ces programme dducation mais galement pour renforcer leur efficacit. Le projet europen MULFI (Apprentissage mutuel en matire dinclusion financire) coordonne par le RFA a permis de mettre en exergue un certains nombre de bonnes pratiques et de recommandations dans ce domaine. Parmi celles-ci, citons essentiellement le fait que lducation financire doit tre oriente vers le long terme et tre dveloppe idalement selon lapproche du cycle de vie
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car les besoins varient en fonction de lge des personnes, de leur situation familiale, de leur situation par rapport au march de lemploi, etc. Le rapport du projet souligne galement lutilit de dvelopper des partenariats avec les ONGs, les institutions publiques et le secteur priv pour toucher tous les publics cibles et dvaluer limpact de lducation financire sur ces groupes cibles en vue de promouvoir leur efficacit sur base de la documentation des meilleures pratiques et du dveloppement de mthodes dvaluation valables. Pour en savoir plus : www.pourlasolidarite.eu - http://ec.europa.eu/internal_market/finservices-retail/inclusion_fr.htm - http://www.fininc.eu/index,en.html - http://www.observatoirecredit.be/index.php?option=com_content&task=view&id=5&Itemid=84
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Cittadinanza e Costituzione
Simonetta Fichelli
Referente Cittadinanza e Costituzione Dipartimento per la Programmazione MIUR
L insegnamento di Cittadinanza e Costituzione in Italia previsto dalla L. 169 del 30-10-2008 e viene indirizzato alle scuole di ogni ordine e grado, compresa la scuola dell infanzia, con lavvio per l anno scolastico 2009-2010 di una sperimentazione nazionale. La stessa legge prevede e richiede di attuare azioni di sensibilizzazione e formazione del personale, dirigente e docente, finalizzate all acquisizione per gli studenti delle conoscenze e delle competenze relative a Cittadinanza e Costituzione, nell ambito delle aree storico-geografica e storico-sociale e del monte ore complessivo previsto per le stesse. Il Ministero dell Istruzione, Universit e Ricerca, in collaborazione con l Agenzia Nazionale di Supporto per lAutonomia Scolastica (ANSAS) di Firenze, ha quindi avviato la realizzazione di interventi finalizzati a promuovere un azione di sistema che coinvolgesse sia gli attori del processo: Scuole, Uffici Scolastici Regionali, Nuclei regionali dell ANSAS, l Istituto nazionale per la valutazione del sistema scolastico, sia gli aspetti e i settori di intervento a supporto delle fasi e procedure delle iniziative: progettazione, formazione, valutazione, documentazione. A questo proposito, stato pubblicato un Bando di concorso indirizzato a scuole di ogni ordine e grado per la progettazione e la sperimentazione di percorsi di innovazione organizzativa e didattica, con la richiesta di presentazione di progetti che, proposti dalle scuole nell esercizio e nella valorizzazione dell autonomia scolastica, siano finalizzati a coniugare l acquisizione di conoscenze, relative al tema di Cittadinanza e Costituzione, con esperienze significative di cittadinanza attiva, avendo come obiettivo principale di promuovere negli studenti competenze specifiche trasversali che, attraverso il pensiero critico e autonomo e l azione diretta, possano sostenere la formazione di un cittadino competente, solidale e consapevole. La finalit del processo che le buone pratiche prodotte possano costituire un circuito nazionale, inserite opportunamente nel sito specifico quale ambiente di formazione dedicato : www.indire.it/cittadinanzaecostituzione, come proposta di modelli trasferibili a sostegno dell innovazione nel territorio nazionale.
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Gli obiettivi presenti nel Bando, rappresentano le linee di indirizzo e l impianto dell innovazione organizzativa, curricolare e metodologico-didattica , che la scuola dovr assumere per l insegnamento di Cittadinanza e Costituzione:
promuovere la cittadinanza attiva, partecipativa, rappresentativa, consapevole e solidale come formazione della persona: sapere, saper essere e saper fare secondo i principi e i valori della Costituzione italiana, dei Trattati e della Carta dei diritti fondamentali dell Unione Europea e del Diritto internazionale dei diritti umani; realizzare iniziative di partecipazione dove gli studenti siano diretti protagonisti di percorsi di cittadinanza attiva, declinata ai livelli locale, regionale, nazionale ed europeo; ricercare modelli e strategie finalizzati a garantire congruenza tra curricolo esplicito della disciplina e curricolo implicito dell organizzazione scolastica; favorire azioni e modelli di interazione tra la scuola e le istituzioni, agenzie ed enti del territorio, come modalit in grado di dare completezza al tema della cittadinanza quale sistema integrato di rete interistituzionale; sostenere la continuit dei percorsi innovativi, modulandone le scelte formative tra le scuole dell infanzia, del primo e del secondo ciclo, anche con la costituzione di reti scolastiche; documentare i prodotti finali, in termini di processi, procedure e risultati, per la realizzazione di un circuito nazionale di buone pratiche, quali modelli trasferibili a sostegno dell innovazione.
La risposta delle scuole stata incisiva: sono stati presentati n. 3.202 progetti da scuole singole o capofila di reti di scuole , per un totale complessivo di 4.366 scuole coinvolte nelle reti. Dall esame delle sottocommissioni, costituite presso l ANSAS, sono stati selezionati n. 1.273 progetti in graduatoria , con i primi 104 finanziati , per un totale di 367 scuole coinvolte, costituenti le reti. Da una prima riflessione emerge con chiarezza quanto il tema susciti nelle scuole interesse , motivazioni e bisogni quasi da definire questo livello di partecipazione non una risposta ma una domanda : affrontare e incardinare il tema della Cittadinanza e Costituzione nel percorso istituzionale, sia perch in continuit con quanto le scuole , dagli anni 70 ad oggi, hanno affrontato in termini curricolari e didattici ( ambiente, diritti dell infanzia e umani, pace, intercultura, ecc. ) sia per le situazioni e gli episodi di disagio, intolleranza e malessere che stanno sempre pi emergendo in termini di comportamenti giovanili nella scuola , nell ambiente familiare e nel territorio. Dalla Mappatura dei progetti finanziati, eseguita dall ANSAS, ( vedi homepage del sito) emergono dati significativi: la partecipazione equamente distribuita tra tutte le regioni a livello nazionale, con una presenza pi significativa per la Secondaria di II grado quale scuola capofila proponente il progetto, ma di una rete di scuole che vede nella trasversalit del livello scolastico, e quindi nella costituzione di reti verticali, la sua massima espressione. Le reti interistituzionali sono presenti a forte maggioranza sia con Enti locali e con altre istituzioni pubbliche, sia con Associazioni del volontariato, Enti e Fondazioni.
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Ci testimonia la vitalit del tema che riesce ad aggregare pi partners in percorsi consolidati ma anche della attuazione dei principi dell autonomia scolastica, in termini di scelte e opportunit della scuola per l arricchimento dell offerta formativa. I progetti presentati, nella quasi totalit, sono previsti nel curricolo della scuola come declinazione pluridisciplinare e quindi trasversale, con estensione anche in attivit extracurricolari e con utilizzo di esperti esterni , mentre le tematiche pi affrontate sono quelle della cittadinanza attiva e Costituzione, a seguire legalit e diritti umani e ,distanziati , gli altri nuclei attinenti al tema. Ne emerge un quadro , almeno dall esame della Mappatura, di una scuola che lavora e progetta sul tema della cittadinanza in termini di cittadinanza attiva, di itinerari condivisi con altre scuole e con le agenzie del territorio, soprattutto enti locali e del volontariato, nello sforzo di conoscere, acquisire, approfondire, assumere e tradurre i valori e i principi della Costituzione in competenze degli studenti, e quindi in comportamenti conseguenti e finalizzati. Il quadro di riferimento, per la scelta dei contenuti, stato volutamente proposto tenendo conto dei documenti nazionali: Documento di indirizzo per la sperimentazione dell insegnamento di Cittadinanza e Costituzione del 4.03.2009 , dei documenti europei Raccomandazione del Parlamento europeo e del Consiglio d Europa del 18.12.2006 , relativo alle competenze chiave per l apprendimento permanente, nonch delle recenti ricerche internazionali, ancora in corso, per lo studio di competenze sociali e civiche nei giovani. Ci che il Bando richiede, in sintesi e prioritariamente, di declinare lo studio della Costituzione in modo innovativo e motivante , progettando iniziative di cittadinanza attiva da realizzare con gli studenti, congruenti con quei principi e valori costituzionali che sono stati oggetto di conoscenza, analisi e approfondimento, come esercizio di democrazia diretta e indiretta. I progetti debbono pertanto garantire: 1) una fase relativa alla scelta di un curricolo, in termini di conoscenze, abilit e competenze, che risponda alle domande di senso e significato degli studenti e alle problematiche dell ambiente ma si differenzi in base all et degli studenti, alle competenze culturali maturate e all offerta formativa della scuola, e 2) una fase successiva di attivit e itinerari di azione civica degli studenti, secondo una visione trasversale e integrata della cittadinanza, sulla base delle risorse professionali, istituzionali e culturali di ciascun territorio. I tempi di declinazione delle due fasi, i livelli di pluridisciplinarit e trasversalit, l articolazione delle metodologie organizzativo-didattiche, i criteri e le modalit di valutazione, saranno pertanto differenziati secondo l ordine e grado di scuola e tradotti nel Piano dell offerta formativa di ogni scuola, nella piena valorizzazione di un autonomia scolastica curricolare, didattica e organizzativa. A sostegno delle scuole vincitrici del Bando stato predisposto un piano di interventi integrati:
i Nuclei regionali dell ANSAS curano il supporto alle attivit delle scuole selezionate e degli insegnanti coinvolti nell iniziativa, in tutte le fasi del percorso; gli Uffici Scolastici Regionali, dopo aver promosso la partecipazione delle scuole al bando, coordinano le azioni: sostenere le reti scolastiche e interistituzionali , valorizzare tutte le risorse specifiche del territorio e gi in atto xcix
e garantire le attivit di counseling e monitoraggio, con la collaborazione scientifica dell INVALSI;
l INVALSI predispone la Griglia per l analisi dei progetti e il Piano per il monitoraggio della sperimentazione nazionale, prevedendone tempi e fasi .
La documentazione dei processi e dei risultati dei progetti avviene a cura delle scuole selezionate, attraverso sei format curati dall ANSAS e presenti nel sito, con lo scopo di proporre un circuito nazionale di buone pratiche, quali modelli trasferibili a sostegno dell innovazione. E indubbiamente da ritenere che i percorsi e le attivit di monitoraggio e di documentazione rappresentino per le scuole un valore aggiunto, in quanto permettono loro una formazione in servizio e un esperienza sul campo opportunamente utilizzabile anche in altri progetti e settori di intervento della scuola, e di cui, specialmente per la documentazione, se ne avverte la necessit in quanto appare il settore d intervento meno approfondito e praticato dalla scuola, a livello nazionale. A questo proposito stato garantito un supporto alle scuole con l intervento diretto dei referenti della documentazione dei Nuclei regionali dell ANSAS, appositamente aggiornati nello specifico della proposta. Tra gli interventi integrati a sostegno della sperimentazione nazionale, sono stati organizzati dall ANSAS e in collaborazione con le Regioni ospitanti, tre Seminari interregionali per le scuole selezionate delle Regioni del Nord, del Centro e del Sud, rispettivamente a Castiglioncello ( LI ) il 19-20-21 Gennaio 2010, a Verbania il 12-13-14 Gennaio 2010 e a Palermo il 3-4-5 Marzo 2010. I Seminari sono indirizzati ai Dirigenti scolastici ( o loro delegati) e ai docenti referenti del progetto delle scuole capofila vincitrici del Bando, unitamente ai referenti regionali degli USR e dei Nuclei regionali dell ANSAS, delegati su Cittadinanza e Costituzione, al fine di informare/ formare gli attori principali di ciascuna regione sugli strumenti e le strategie attuate e da attuare, per la migliore riuscita dell iniziativa. L articolazione dei Seminari ha previsto che siano presentate, a cura dell ANSAS, sia le riflessioni relative alla Mappatura dei progetti a livello nazionale e interregionale, che le azioni di supporto alla sperimentazione nazionale: l ambiente di formazione, con il sito dedicato: www.indire.it/cittadinanzaecostituzione e la documentazione dei processi e dei risultati dei progetti, mentre a cura dell INVALSI sono state presentate le fasi, i tempi e le azioni di monitoraggio che ogni USR dovr organizzare e predisporre nei rapporti con le scuole e nella restituzione dei dati per la valutazione complessiva a livello nazionale. Sono inoltre previsti spazi di confronto e condivisione, con lavori di gruppo specifici per docenti e per dirigenti scolastici, su temi dedicati. Per i docenti, in base alle preferenze espresse sui nuclei tematici precedentemente comunicati, sono organizzati lavori di gruppo, coordinati dai rispettivi coordinatori dei forum del sito, su: 1) Costituzione italiana e Cittadinanza europea; 2) Ambiente, Sviluppo sostenibile e Cittadinanza attiva; 3) Diritti umani e Dialogo interculturale; 4) Legalit . Per i dirigenti scolastici sono invece organizzati lavori di gruppo, coordinati da un Dirigente tecnico delle regioni interessate, sui temi: 1) Il supporto alla sperimentazione, la formazione del personale, lorganizzazione della rete di scuole
e 2) Il curricolo implicito e l organizzazione scolastica per Cittadinanza e Costituzione. Un elemento innovativo stata la presentazione, prevista per ciascun Seminario, delle azioni di sensibilizzazione, formazione e supporto nei livelli regionali a cura degli USR e dei Nuclei regionali dell ANSAS, quale socializzazione e condivisione con i presenti: scuole, USR e Nuclei di altre regioni. Le iniziative, diverse e specifiche per ogni regione, sono attuate in sinergia con quelle del MIUR, ANSAS e INVALSI in una visione di sistema integrato. In particolare il sito web e l ambiente di formazione, dedicato a dirigenti scolastici e a docenti delle scuole di ogni ordine e grado, pu essere utilizzato in libero accesso, senza iscrizione, oppure pu prevedere altri due livelli: autoformazione e formazione blended con prevista l iscrizione. Ci facilita l uso che le singole scuole, le reti di scuole, gli USR possono farne in base alle risorse, al ruolo dei tutors e alle strategie organizzative scelte per svolgere la formazione nel territorio ( pi o meno strutturata), ma garantisce altres che la formazione, ai vari livelli proposti, pu essere usufruita e organizzata anche da quelle scuole che, non vincitrici o non partecipanti al Bando, stanno comunque sperimentando l insegnamento di Cittadinanza e Costituzione. E un sito che presenta quindi delle caratteristiche importanti e nuove:
di servizio alle scuole, con il coinvolgimento di tutti gli operatori della scuola ; aperto e flessibile in quanto offre la possibilit di essere utilizzato come lettura per una prima sensibilizzazione ma anche come strumento per autoformarsi o partecipare ad un azione di formazione blended , con tutors individuati dagli USR e il rilascio di un attestato; valorizza le pratiche e le esperienze regionali e nazionali, per lo spazio offerto alle aree regionali nel pubblicizzare le iniziative degli USR e i prodotti delle rispettive scuole; propone le ricerche , i documenti e i siti europei e internazionali permettendo alle scuole di ampliare e approfondire la visione dei temi scelti e dei problemi affrontati , anche con i contributi dellUE e dell ONU ; interattivo in quanto consente sia di partecipare ai forum, coordinati da esperti, di alimentare le FAQ e di discutere nella community, sia di inviare e inserire le buone pratiche delle scuole che, per ogni nucleo tematico, affiancano come materiali didattici e in chiave speculare, i materiali formativi elaborati da esperti universitari di carattere nazionale e internazionale.
Il tema della Cittadinanza e Costituzione presentato nei 4 assi che compongono la cittadinanza:
Dignit della persona e Diritti umani Alterit e Relazione Identit e Appartenenza Cittadinanza attiva e Partecipazione
che, a loro volta, interragiscono con i nuclei tematici pi importanti: Diritti umani, Costituzione italiana, Cittadinanza europea, Dialogo interculturale, Ambiente e ci
Sviluppo sostenibile, Sport, Educazione stradale, Legalit, Luoghi e simboli di cittadinanza. Per ognuno dei nuclei tematici elencati sono previsti, oltre ai materiali formativi ( a cura di esperti) e ai materiali didattici ( a cura delle scuole) anche forum, itinerari proposti di cittadinanza attiva, risorse ( ricerche, documenti, siti ecc.) e normativa ( Leggi, Protocolli d intesa del MIUR ecc.). Lo spazio presente di Metodologia e didattica per Cittadinanza e Costituzione offre riflessione sui temi relativi all organizzazione di reti di scuole, la progettualit e la ricerca-azione, il curricolo trasversale e implicito,le metodologie e la didattica, le competenze chiave di cittadinanza e la valutazione delle competenze di cittadinanza sulla base degli ultimi documenti e ricerche europee e internazionali. Lo spazio, inoltre, della Documentazione presenta le modalit e tipologie di documentazione: il contesto, gli obiettivi specifici e le scelte di contenuto, le premesse teoriche, le metodologie/le strategie/le tecniche, il processo, i risultati e la ricaduta sulla didattica, la valutazione. I format , individuati dall ANSAS e proposti alle scuole, rappresentano sei tecniche di documentazione diversificate sulla base della tipologia del percorso/progetto compiuto ma anche delle competenze professionali e delle risorse tecnologiche delle scuole:
Ambiente integrato Taglio ipertestuale Taglio slide-show Taglio giornalistico Docu-fiction Tecnologie Web 2.0
Obiettivo finale della documentazione quindi di avere, quanti i progetti finanziati, 104 modelli innovativi: documentati attraverso i format proposti, consultabili dalle altre scuole tramite lo spazio dedicato nel sito, trasferibili in altri contesti. Il Dipartimento della Documentazione dell ANSAS avr inoltre come compito, sulla base della Griglia elaborata dall INVALSI e concordata con gli USR, la raccolta dei dati inviati dagli USR , a seguito delle azioni compiute con e presso le scuole, nella fasi intermedie del monitoraggio e finali della valutazione, al fine di una restituzione che possa garantire una visione compiuta dei risultati della sperimentazione di Cittadinanza e Costituzione, per ciascun livello: regionale e nazionale. Il ruolo del MIUR , pertanto, di assumere funzioni di indirizzo, coordinamento e controllo all interno di una linea di intervento che coniughi il rispetto delle autonomie : Scuole, USR, Regioni, EE.LL. , Universit, con la garanzia e la tutela di itinerari di sensibilizzazione e formazione , quale supporto alla sperimentazione, secondo standard di qualit, nel rispetto della complessit delle tematiche inerenti a Cittadinanza e Costituzione. Tali tematiche, proprio per una loro corretta articolazione, esigono: inclusivit, trasversalit, pluralismo, profondit, glocalismo e attualit , in una visione olistica e integrata .
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Occorre pertanto perseguire i principi di perequazione e sussidiariet: ricercare e valorizzare, a supporto delle scuole e degli USR, le sinergie e le risorse delle partnership di ogni regione per sostenere l avvio di un sistema di rete regionale e ,nel contempo, agevolare e favorire la contestualizzazione delle scelte e degli itinerari formativi per una lettura ecologica del territorio dove la specificit valore di consapevolezza sociale. Per concludere, opportuno ricordare la definizione che il Consiglio d Europa ( Strasburgo 2005) ha espresso sull educazione alla cittadinanza: Educare alla cittadinanza fare buona cittadinanza nella scuola. Educare alla cittadinanza pensare e agire Pensare e agire vivere la democrazia agire. vivere democrazia.
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Giovanni Biondi
MIUR
Lintroduzione in Italia, da questo anno scolastico, dellinsegnamento di Cittadinanza e Costituzione persegue molteplici obiettivi. Premesso che la formazione allesercizio della cittadinanza attiva rappresenta una della finalit principali dellazione educativa della scuola, linsegnamento, per quanto riguarda lacquisizione delle conoscenze relative alla Costituzione e agli altri testi quali i Trattati , la Carta dei diritti fondamentali dellUE e del Diritto internazionali dei diritti umani, interessa pi direttamente le materie dellarea storico-giuridica mentre lobiettivo di acquisire competenze di cittadinanza attiva interessa trasversalmente tutta la scuola. Lobiettivo, quindi, quello di costruire comportamenti consapevoli negli studenti, basati sullapprofondimento di valori e principi presenti nella Costituzione ma anche nei principali documenti internazionali: dignit della persona umana, pari opportunit,solidariet e cooperazione. Partecipare in modo consapevole comporta inoltre, per i nostri studenti, lacquisizione delle competenze chiave europee, necessarie a vivere nella societ della conoscenza. Uscire dalla scuola attrezzati per partecipare in modo attivo e consapevole richiede anche un passaggio radicale: da una scuola basata sulla trasmissione del sapere ad una scuola dellapprendimento, da una scuola costruita per una societ industriale ad un ambiente di apprendimento adeguato alle caratteristiche della societ contemporanea. A questa trasformazione legato anche il successo contro labbandono e la dispersione scolastica. I nuovi linguaggi delle ICT: immagini, suoni, filmati, animazioni, rappresentano elementi di un ambiente amico per i new millennium learners che parlano in questo modo una lingua comune, largamente condivisa e globale, in grado demotivare, recuperare e superare anche i confini delle nazioni.
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Rosario Iaccarino
Responsabile nazionale formazione sindacale FIM Cisl
Lambito nel quale si muove questo intervento quello della formazione sindacale. Leducazione come fattore dinclusione sociale conferma la necessit di potenziare spazi e luoghi della formazione non solo pubblici e istituzionali, ma anche dellassociazionismo sociale. La democrazia ha, infatti, bisogno di un reimpianto sociale, e per essere partecipata, come indica lart.11 del Trattato di Lisbona, non pu fare a meno di corpi intermedi tra cittadini e Stato, tra cittadini e Unione europea. Un fattore debilitante della democrazia la crescente vulnerabilit sociale che apre la strada al fenomeno della disaffiliazione politica. La percezione della esposizione al rischio, spesso genera angoscia e paura, riflusso nel privato e nel locale, e oltre allindifferenza favorisce anche lintolleranza, fino al mancato riconoscimento dellaltro e allesclusione sociale del diverso. Il lavoro uno snodo cruciale di questo processo. La disoccupazione tende a destandardizzarsi rispetto a quella fordista, aprendo il varco alla precariet, che colpisce specialmente le giovani generazioni, e che per il suo andamento diventa una vera e propria trappola. Questa condizione mina lesercizio della libert e rende problematica linclusione sociale: la libert da ogni condizionamento economico e materiale, ma anche la libert di esprimere le personali potenzialit - le capabilities, come le ha definite Amartya Sen. E la libert positiva riguarda anche chi il lavoro ce lha. Il lavoro non una merce, si dice. Ma la contraddittoria transizione postfordista, tuttavia, lo espone costantemente a una tale sorte, sia pure in forme mutate e pi subdole rispetto ad altre epoche. Nelleconomia della conoscenza, infatti, le abilit relazionali, il sapere, lintelligenza, la riflessivit, oltre alle competenze tecniche, giocano un ruolo sempre pi importante nel generare valore: dunque la persona nel suo insieme e non solo le sue braccia. Perci, in assenza di un orizzonte di senso e di luoghi di rielaborazione dellesperienza di partecipazione, politica e sindacale, il lavoro rischia di impoverirsi della dimensione dellessere della persona e di quella dellutilit sociale, finendo per
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coincidere con i fini della tecnica e della razionalit capitalistica, per diventare mero strumento del profitto. Questo il terreno nuovo del conflitto tra capitale e lavoro, che per le persone (i lavoratori) non ha solo un profilo distributivo economico ma influenza la sfera simbolica e dellidentit. Una sfida anche la rappresentanza sindacale. La Fim Cisl in questi anni si sta misurando con il concetto e la pratica di sindacato educatore, partendo dalla consapevolezza, etica ma anche politica, del superiore rendimento dellazione collettiva rispetto a quella individuale ai fini della costruzione della cittadinanza sociale attiva. Unazione collettiva oggi messa in questione non solo dai cambiamenti economici, ma principalmente dai mutamenti delle mappe cognitive culturali, che portano con s delle ambivalenze e rendono fragili ed esposti al rischio le persone e il legame sociale: la vitalit e lautosufficienza della soggettivit individuale, la ricchezza e la frammentazione delle differenze, le opportunit e i guasti della globalizzazione economico-finanziaria. Per la formazione sindacale ci significa fare i conti con unemergenza educativa, ossia con la questione dellidentit e della crescita della persona/sindacalista, soprattutto delle giovani generazioni, oltre che della cura della loro professionalit. Tenere in equilibrio persona e ruolo, per garantire realizzazione individuale e solidit dellimpegno, richiede di ricomporre nella persona la dimensione soggettiva (libert) con quella sociale (responsabilit). Le classiche competenze sindacali (il come dellazione), vengono ridefinite alla luce delle trasformazioni del lavoro e delle nuove domande di rappresentanza e di cittadinanza, e contestualmente ricollocate in un orizzonte educativo pi ampio, che rinvia costantemente al senso e alla motivazione (al perch dellazione). Lobiettivo rendere la persona/sindacalista attore e autore di cittadinanza sociale attiva attraverso il buon uso della contrattazione sindacale, rideclinando valori come la libert, luguaglianza, la fraternit, la solidariet, nel nuovo contesto economico e sociale. In questa prospettiva, la contrattazione collettiva si arricchisce esplicitamente del compito di ritessere le trame fragilissime della solidariet e del legame sociale nel lavoro plurale, segmentato e differenziato, rilanciando la dimensione associativa della rappresentanza sindacale per ridarle una radice sociale e perci anche maggiore efficacia. Fare associazione vuol dire generare spazi di comunicazione e di relazioni, tra generi e generazioni, di educazione al sapere critico, luogo dove attingere le risorse simboliche (i valori-fine) e maturare la responsabilit dellaltro.
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La formazione sindacale nellorizzonte educativo pu contribuire a questa prospettiva, se invece che come scuola si propone come esperienza di comunit formativa. La comunit ci che apre il soggetto alla relazione con laltro (con la differenza), generando pratiche di reciprocit e responsabilit. E un consegnarsi gli uni agli altri sotto il segno della cura. Una condizione nella quale luomo educabile, cio in grado di realizzare la propria forma (Ivo Lizzola). Unobbligazione come ricorda Simon Weil - che viene prima del diritto, in quanto un diritto non efficace di per s, ma solo attraverso lobbligo cui esso corrisponde; ladempimento effettivo di un diritto non proviene da chi lo possiede, bens dagli altri uomini che si riconoscono nei suoi confronti obbligati a qualcosa. Questa dimensione orizzontale della fraternit, che educazione allobbligazione verso laltro e condizione dellinclusione sociale, favorisce una declinazione dei diritti di cittadinanza non pi al singolare n al plurale ma, come dice R. Pannikar, al duale.
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Sergio Marelli
Segretario Generale FOCSIV
Leducazione come diritto umano fondamentale rappresenta un investimento per il futuro della persona e della societ, garantisce allindividuo il rafforzamento delle proprie potenzialit e alla societ uno sviluppo sostenibile. Leducazione perci fonte di garanzia per laccesso ad ogni altro diritto, fornendo gli strumenti per rivendicarli e vederli rispettati e garantiti. Esso possiede infatti un potere immenso di trasformazione: i bambini che ricevono unistruzione saranno uomini e donne coscienti di s, capaci di operare scelte consapevoli. Leducazione quindi la base per una cittadinanza attiva. Preso atto quindi della sua importanza questo diritto stato inserito tra gli Obiettivi di Sviluppo del Millennio promossi nel 2000 dalle Nazioni Unite da raggiungere entro il 2015; obiettivi che vedranno a settembre 2010, durante il Summit delle Nazioni Unite, lo stato di verifica della loro attuazione. Spesso si crede che la promozione del diritto alleducazione rappresenti una necessit esclusiva dei Paesi in via di sviluppo e che non riguardi invece le Nazioni pi ricche. A ben vedere, per, tale affermazione non risulta propriamente corretta dal momento che anche in Europa lofferta di uneducazione di qualit per tutti minacciata dal modello di sviluppo presente. Ricerche compiute dimostrano infatti che anche al Nord il grado di sviluppo socio economico un fattore discriminante: le aree pi deboli e povere sono quelle in cui il maggior numero di studenti non mette a frutto lesperienza scolastica, abbandona la scuola, non partecipa alle lezioni, ha percorsi irregolari di frequenza, a rischio dispersione scolastica (non dal latino disperdere, ma da dispargere= spargere qua e l). Partendo da queste considerazioni si possono trovare profonde relazioni tra il secondo Obiettivo di Sviluppo del Millennio e lottavo Obiettivo Sviluppare un partenariato mondiale per lo sviluppo il quale trasversalmente interessa tutti gli altri sette. In un ottica globale tale relazione evidenzia che per garantire il diritto alleducazione nel Nord del mondo cos come nel Sud, necessario ed urgente orientare diversamente lattuale modello di sviluppo, ponendo al centro la persona, il bene comune di tutto luomo e di tutti gli uomini.
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Alla luce di questa stretta interdipendenza tra povert/disagio ed abbandono scolastico, sembra urgente un impegno maggiore ed una rinnovata volont politica dei Paesi ricchi, in un partenariato globale per uno sviluppo nuovo che punti al benessere di tutti gli individui, benessere inteso nella sua accezione pi ampia. Alcune politiche, fondamentali in tal senso, sono:
lincremento dellAiuto Pubblico allo Sviluppo (APS) - sino a portare allo 0,7 la percentuale del Prodotto Interno Lordo (PIL) destinata allAPS il miglioramento della qualit degli aiuti la promozione della cancellazione del debito giocare un ruolo di leadership per la realizzazione di nuove regole del commercio internazionale pi eque, fondate su principi di giustizia e sostenga le economie dei paesi pi poveri
Relativamente al diritto alleducazione ed a queste politiche di lotta alla povert lUnione Europea gioca un ruolo fondamentale e sar quindi necessario guardare con molta attenzione al Piano dazione sugli Obiettivi del Millennio e la coerenza delle politiche di sviluppo che lUE si appresta a discutere e ad adottare nel Consiglio europeo di giugno in vista del UN MDGs Summit di settembre.
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Educazione: Il Sapere dei Diritti Umani

Luisa Bosisio Fazzi
Consiglio Nazionale Sulla Disabilita'vi
E importante richiamare lattenzione sulla definizione di disabilit contenuta nella Convenzione ONU sui Diritti delle Persone con Disabilit e precisamente nell Articolo 1 Scopo
1. Scopo della presente Convenzione promuovere, proteggere e garantire il pieno ed uguale godimento di tutti i diritti umani e di tutte le libert fondamentali da parte delle persone con disabilit, e promuovere il rispetto per la loro intrinseca dignit. 2. Per persone con disabilit si intendono coloro che presentano durature menomazioni fisiche, mentali, intellettuali o sensoriali che in interazione con barriere di diversa natura possono ostacolare la loro piena ed effettiva partecipazione nella societ su base di uguaglianza con gli altri.
E nellArticolo 2 Definizioni Ai fini della presente Convenzione:
[...] per discriminazione fondata sulla disabilit si intende qualsivoglia distinzione, esclusione o restrizione sulla base della disabilit che abbia lo scopo o leffetto di pregiudicare o annullare il riconoscimento, il godimento e lesercizio, su base di uguaglianza con gli altri, di tutti i diritti umani e delle libert fondamentali in campo politico, economico, sociale, culturale, civile o in qualsiasi altro campo. Essa include ogni forma di discriminazione, compreso il rifiuto di un accomodamento ragionevole;
perch, se vero che in qualsiasi societ la povert e la esclusione sociale sono anche costruzioni sociali, la disabilit essenzialmente una costruzione sociale. Quindi particolarmente importante focalizzare lattenzione sulleducazione che consente di accedere ai diritti. Per essere pi chiara porter un esempio, apparentemente non collegato alla disabilit, che aiuta chi non vive la disabilit a comprendere il significato di discriminazione: una donna senza figli (per sterilit propria o del partner), in molte societ anche oggi una persona con disabilit grave, perch esclusa
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Piazza Giovine Italia, 7 - 00195 Roma, telefono +39 06 37350087, fax +39 06 37350758, e-mail: sede.legale@aism.it.
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dallaccesso a molti diritti e spesso discriminata nella sua stessa famiglia; una donna nelle stesse condizioni in Europa oggi, non certo definibile persona con disabilit. La condizione di non accesso ai diritti parte dellessenza della disabilit. Considerato questo dato di partenza, e per una volta uscendo dalla trappola di pensare sempre al binomio <educazione per laccesso ai diritti disabilit> come risolto allinterno della problematica del diritto allistruzione del bambino con disabilit (che non viene negato n sminuito), credo che la disabilit possa costituire un interessante paradigma con cui misurare lo stato generale delleducazione come strumento di accesso ai diritti per tutti.
Education: The Knowledge Of Human Rights

Luisa Bosisio Fazzi
It is important to pay attention to the definition of disability contained in the UN Convention on the Rights of Person with Disabilities and precisely In Article 1 Purpose
1.The purpose of the present Convention is to promote, protect and ensure the full and equal enjoyment of all human rights and fundamental freedoms by all persons with disabilities, and to promote respect for their inherent dignity. 2.Persons with disabilities include those who have long-term physical, mental, intellectual, or sensory impairments which in interaction with various barriers may hinder their full and effective participation in society on an equal basis with others.
And in Article 2 Definitions For the purposes of the present Convention: [...]
Discrimination on the basis of disability means any distinction, exclusion or restriction on the basis of disability which has the purpose or effect of impairing or nullifying the recognition, enjoyment or exercise, on an equal basis with others, of all human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. It includes all forms of discrimination, including denial of reasonable accommodation.
Because if its true that in any society the poverty and social exclusion are also social constructs, disability is essentially a social construct. So it is particularly important to focus on education that allow to access rights. To be more clear I will take an example, seemingly unrelated to disability, which helps those living outside the disability to understand the meaning of cxi
discrimination: a woman without children ( for her or partners infertility) in many societies today is a person with severe disability because she is excluded from access to many rights and often discriminated inside her own family; in Europe today the same woman is not definable person with disabilities. The condition of not to access and not to exercise rights is the essence of disability. Given this starting point and once avoid to fall in the trap of thinking always to the binomial < access rights trough education disability > solved only in the issue of right to education of children with disabilities (not denied nor diminished) I believe that disability can be an interesting paradigm which help us to measure the general state of education as a means of access to rights for all.
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Intervencin en la clausura de la Conferencia Bienal del Comit Econmico y Social Europeo: La Educacin para combatir la exclusin social social
Bibiana Ado Almagro
Ministre espagnole pour l'Egalit des chances au nom de la Prsidence espagnole de l'UE
Sr. Ministro de Trabajo y Asuntos Sociales de la Repblica Italiana Sra. Ministra de Educacin de Blgica Sra. Vicepresidenta del Parlamento Europeo Sr. Secretario General de la Confederacin Italiana de Sindicatos Sr. Director Internacional de la asociacin LIBERA Seoras y Seores, buenos das Deseo que mis primeras palabras en nombre de la Presidencia rotatoria del Consejo sean de felicitacin y de reconocimiento al trabajo desarrollado por este Comit Econmico y Social Europeo, reconocimiento que quiero dirigir especialmente a su presidente, D. Mario Sepi, cuyo mandato culmina este ao, por la labor que ha llevado a cabo durante sus quince aos de pertenencia a este Comit. Mi enhorabuena por haber orientado certeramente la temtica de la Conferencia Bienal que hoy clausuramos hacia un asunto de extraordinaria importancia en la coyuntura que nos ha tocado vivir como europeos y europeas, el tema de la Educacin como herramienta para combatir la exclusin social. La Educacin es un elemento indispensable para cualquier sociedad porque constituye la va de acceso para una plena integracin. La Educacin nos capacita, nos iguala, nos hace ser conscientes de nuestra situacin y nos prepara para la toma de decisiones y para el acceso al mercado de trabajo, hasta el punto que podemos decir que concentra en s misma las grandes ideas consagradas por nuestra Carta de Derechos Fundamentales, como son la Libertad, la Igualdad y la Cohesin. Para que esto funcione as, para que la Educacin sea realmente el vehculo hacia una sociedad mejor, hacia un mundo mejor, debe cumplir con el principio de calidad en Igualdad, perseguir la excelencia sin renunciar a la integracin,
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ofreciendo al alumnado la verdadera igualdad de oportunidades independientemente de su origen, o de las necesidades especiales que plantee. La calidad sin el acompaamiento de la Igualdad transforma la Educacin en un mero sistema de reproduccin de lites, lo cual nos conduce inevitablemente a la segregacin y a la discriminacin, un fracaso que como sociedad no nos podemos permitir. No podemos permitirlo porque una sociedad que segrega no es slo una sociedad injusta, tambin es una sociedad ineficiente. La discriminacin nos priva de la aportacin de capital humano, de la capacidad y el talento de aquellos y aquellas a quienes se les cercenan sus derechos de plena integracin y participacin. 2010 ha sido designado por la Comisin como el Ao Europeo en la Lucha contra la Pobreza y la Exclusin Social, y esta dedicatoria no puede limitarse al plano meramente declarativo o retrico, al contrario, debe quedar patente mediante hechos e iniciativas. En este sentido quiero recordar que se encuentra an sobre la mesa del Consejo la propuesta de una Directiva sobre Igualdad de Trato con independencia de la religin o convicciones, discapacidad, edad y orientacin sexual, un texto que pretende completar el marco normativo europeo de proteccin frente a la discriminacin ms all del mbito del empleo. Un texto que cont con una acogida favorable en su planteamiento por parte de este Comit Econmico y Social, tal y como queda reflejado en su dictamen de iniciativa de 18 de septiembre de 2008. Como Presidencia rotatoria del Consejo, he de decir que hemos realizado grandes esfuerzos, al igual que lo hicieron Francia y Suecia y como me consta que harn las futuras presidencias Belga y Hngara, por lograr la unanimidad necesaria para hacer realidad un nuevo y definitivo paso hacia una Europa Social donde plantemos cara a cualquier tipo de discriminacin independientemente del motivo que la origine. No ha sido posible alcanzar ese consenso pero hoy estamos ms cerca que hace un ao, por lo que aprovecho para animarles a su implicacin desde los distintos mbitos en el objetivo de la adopcin de una Directiva tan justa en el plano social como conveniente a la hora de sumar esfuerzos y capacidades frente a los retos que se nos presentan. Conocemos sobradamente el falaz argumento segn el cual los momentos de crisis no son buenos para la elaboracin de normas o la implementacin de medidas encaminadas a profundizar en la Igualdad de oportunidades. Un planteamiento no solo injusto sino tremendamente errneo, porque son precisamente en los momentos de crisis cuando ms necesitamos de la contribucin de todos y de todas para sacar adelante el proyecto europeo, sin exclusiones. Por esa razn insisto en la importancia del binomio que forman Educacin e Igualdad, porque la Educacin en Igualdad es la nica capaz de sumar, aquella que no deja escapar ningn talento, aquella que concibe la formacin o las becas no como un gasto sino como una inversin: una inversin en competitividad y en cohesin social, una inversin en las personas que tendr un retorno en forma de un capital de humano formado y dispuesto a trabajar por el bienestar y el progreso de la sociedad en su conjunto.
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A da de hoy podemos afirmar que la Educacin en Igualdad es nuestra herramienta ms poderosa para hacer realidad el nuevo modelo de crecimiento que pretendemos consolidar durante la prxima dcada. Seoras y Seores Sufrimos los efectos, como he dicho antes, de una crisis, de la peor crisis econmica vivida en Europa desde la II Guerra Mundial, una situacin que se ha traducido en altos ndices de desempleo, sobre todo en la poblacin ms joven, y que est motivando la adopcin de duras medidas de ajuste en diversos Estados Miembros. Tenemos ante nosotros no slo el reto de remontar la crisis econmica y financiera sino de recuperar adems la senda del crecimiento desde una base slida, poniendo para ello las luces de largo alcance, enfocando el futuro y haciendo frente a su diseo. Por ello nuestros esfuerzos se concentran en estos momentos en construir un nuevo modelo de crecimiento al que hemos denominado Estrategia 2020, un modelo que bajo las pautas de inteligencia, sostenibilidad e integracin, pretende una economa europea basa en el conocimiento, que utilice eficazmente los recursos y que redunde en mayores cotas de cohesin social y territorial, de forma que sea posible alcanzar una tasa de empleo para mujeres y hombres del 75% en los prximos diez aos. Bajo estas premisas, la apuesta por la Educacin y la formacin a lo largo de la vida adquieren especial relevancia dentro de ese esfuerzo colectivo de los Veintisiete por reorientar nuestra economa hacia parmetros como el conocimiento, la innovacin y el empleo de calidad. No obstante, hemos de ser conscientes de la situacin de partida, de las debilidades que presenta Europa en lo referido a la Educacin. Un panorama que invita a una seria reflexin, pero tambin a la planificacin y a la accin conjunta, porque un mayor nivel formativo significa una mayor facilidad en el acceso a un empleo de calidad, que es a su vez un relevante instrumento de inclusin social, adems de un generador de riqueza y de lucha contra la pobreza. Porque, seoras y seores, no podemos considerar de forma aislada cada uno de los factores que acabo de citar dado que forman parte de la misma ecuacin: los entornos socioeconmicos desfavorables tienen una incidencia negativa en el fracaso y en el abandono escolar, y stos a su vez generan un mayor riesgo de pobreza, y por ende, de exclusin social. Si verdaderamente queremos una economa ms competitiva, con un mayor aprovechamiento del capital humano y con altos niveles de cohesin social, hemos de trabajar a fondo en una Educacin inclusiva y de calidad en Europa, un horizonte hacia el que hemos dado los primeros pasos.
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El Consejo de Ministros de Educacin de la pasada semana dio luz verde a los objetivos de la UE en esta materia de cara a la Estrategia 2020, por una parte la reduccin de la tasa de abandono escolar en Europa hasta el 10%, y por otra el incremento hasta el 40% de las personas con titulacin universitaria o de formacin profesional de grado superior. Son objetivos ambiciosos a la vez que realistas, dado que los diferentes Estados debern establecer sus respectivos objetivos nacionales en esta materia de acuerdo con la Comisin y en consonancia con los ya fijados en el mbito de la Unin Europea. Igualmente, los mismos forman parte de la propuesta de Decisin del Consejo sobre Directrices Integradas de Empleo, el incremento de la participacin de ciudadanos y ciudadanas en la Educacin terciaria, unas directrices que adoptaremos previsiblemente en el Consejo de Empleo, Poltica Social y Consumidores (EPSSCO), que tendr lugar en Luxemburgo el prximo 7 de junio. Concluyo, seoras y seores, agradeciendo al Comit Econmico y Social su invitacin para participar en esta mesa, cuyas aportaciones confo que enriquecern las reflexiones y conclusiones de esta Conferencia Bienal. Como Presidencia rotatoria del Consejo, responsabilidad que a partir del 30 de junio cederemos a Blgica, nuestra meta ha sido la de situar la Educacin con toda su dimensin social e inclusiva en el corazn de la Estrategia 2020, y la proteccin de la ciudadana frente a toda forma de discriminacin como una nueva conquista de esa Europa fbrica de derechos y libertades. Tengo la absoluta certeza de que ese es el rumbo de la Europa social del siglo XXI, y es lo que esperan de sus dirigentes la inmensa mayora de ciudadanas y ciudadanos de la Unin. Muchas Gracias.
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Pour une Europe Equitable

Jos Manuel Barroso
Prsident de la Commission europenne
Monsieur le Prsident du Comit conomique et social, cher Mario, Madame la Vice-Prsidente du Parlement europen, Madame Isabelle Durant, Madame la ministre Almagro, reprsentante de la Prsidence espagnole, Monsieur le Prsident de la Rgion de Toscane, Monsieur Rossi, Mesdames et Messieurs, C'est avec grand plaisir que je vous rejoins Florence ici, dans cette institution historique de la solidarit quest lIstituto degli Innocenti, pour participer cette biennale organise par le Comit conomique et social europen, avec le soutien de la Commission europenne. Je remercie chaleureusement le Prsident du Comit conomique et social europen, Mario Sepi, de m'avoir invit la conclure avec vous tous. J'ai cout avec grand intrt les conclusions que vous avez tires de ces deux jours de dbat. Je vais mattacher, avec les commissaires en charge, rpondre vos propositions. Car la question qui nous runit est fondamentale pour nous tous ici prsents: comment faire de l'Europe un espace prospre qui assure une meilleure inclusion sociale de ses citoyens, dans un contexte de crise conomique et de grandes pressions budgtaires? C'est un des grands dfis que se propose de relever la stratgie Europe 2020 que j'ai propose aux chefs d'Etat et de gouvernement de l'Union et au Parlement europen, aux institutions et aux citoyens. Ce projet sera au centre de notre action coordonne en Europe pour les dix prochaines annes. Le point de dpart, c'est videmment la crise conomique et financire actuelle. Elle a balay dix ans de progrs, de croissance et de cration d'emplois. Elle n'est pas encore derrire nous. La situation de la Grce et les attaques diriges contre la stabilit de la zone euro il y a quelques jours le prouvent. Nous avons adopt un mcanisme de stabilisation financire coordonn pour soutenir les tats membres qui seraient menacs de graves difficults. Je men flicite, car ce ntait pas facile. Au bout du compte, sur la base dune dcision des Etats membres et dune proposition de la Commission, les Etats membres se sont mis daccord sur un mcanisme de stabilisation financire coordonn. Mais il faut aller plus loin - dans la coordination des politiques conomiques, dans la gouvernance europenne, dans la surveillance et dans la rgulation des marchs financiers. C'est tout le sens des propositions que fait la Commission depuis le dbut de la crise, et encore avec notre communication du 12 mai, qui avance des propositions trs concrtes pour renforcer la coordination des politiques conomiques. Car les dfis, notamment financiers, sont immenses, ne le cachons cxvii
pas. Ces derniers temps, on utilise souvent lexpression sans prcdent , et cest vrai, cest sans prcdent: cest la premire fois que nous avons vu des attaques contre la dette souveraine dune zone montaire intgre. Il faut en tirer une conclusion trs claire: lUnion europenne, notamment la zone euro, doit faire un choix. Sommes-nous prts ou non avoir une vritable union conomique ? Car il est vident, aprs les derniers dveloppements, quon ne peut pas avoir dunion montaire sans union conomique. Les marchs lont compris. Jespre que les hommes et les femmes politiques vont le comprendre aussi. Les dfis sont immenses, je le disais. Lurgence, aujourdhui, est de rtablir la confiance. C'est aussi par la consolidation budgtaire, par la rduction des dficits publics, par la rduction des dpenses que l'on y parviendra. Si nous ne prenons pas des mesures dtermines sur ces diffrents fronts, il faut le dire honntement, nous ne reviendrons pas la stabilit dont nous avons absolument besoin. Sans stabilit financire, on naura pas de confiance dans les conomies, dans la gouvernance, dans les rgles du jeu et dans la fiabilit des acteurs. Sans stabilit, il n'y aura pas de reprise ni de croissance. Sans croissance, nous ne pourrons pas maintenir et renforcer notre modle social et notre conomie sociale de march. En fait, tout ce que nous faisons pour rpondre l'urgence de ce retour la confiance et la stabilit ne doit pas remettre en cause ni nous faire oublier les objectifs sociaux que prvoit la stratgie Europe 2020. Il faut continuer investir de faon sans doute plus slective dans les domaines et les mesures qui nous permettent d'obtenir les plus grands gains de comptitivit et de renforcer l'quit et la cohsion sociale. Cest pourquoi il faut effectivement beaucoup investir dans linnovation sociale. Le dfi, cest de cibler des politiques sociales dans un contexte budgtaire qui a pris, dans certains pays, une dimension trs, trs exigeante. Le dfi, cest de rendre compatible la rforme budgtaire avec les dpenses sociales. Je crois que tout le monde reconnat aujourdhui, parmi les gouvernements europens les plus attachs nos valeurs sociales, que certaines dpenses publiques ne sont vraiment pas ncessaires. Il faut se concentrer sur les dpenses qui ont une valeur ajoute en termes soit de comptitivit, soit dinclusion sociale. En mme temps, il ne faut pas regarder seulement les dpenses, mais aussi les recettes. Nous avons encore, dans beaucoup de pays, dim menses problmes dvasion fiscale. Il faut regarder les recettes, je le disais, car les difficults sociales et humaines sont l. La crise a t un choc pour des millions de nos citoyens, notamment le drame de chmage. Il y a aujourdhui en Europe 80 millions de personnes menaces de pauvret, dont 19 millions d'enfants. Des millions de retraits et de travailleurs, en particulier des femmes, n'ont pas les moyens de vivre dignement. La crise n'a fait qu'aggraver toutes ces situations de prcarit. Or, de la prcarit l'exclusion sociale, il n'y a parfois qu'un trs petit pas. Alors il n'y a pas de temps perdre. Nous avons une vraie bataille livrer pour sortir de la crise et prparer l'avenir. Avec la stratgie Europe 2020, nous mettons en place les conditions d'une Europe quitable. Notre raisonnement, c'est que l'essentiel de l'Europe quitable se joue dans le triangle ducation, emploi et inclusion sociale. C'est en misant rsolument sur l'conomie du savoir que nous renouerons avec la croissance et que nous serons comptitifs. C'est par cette croissance intelligente que nous crerons plus d'emplois de meilleure qualit. Ces emplois, accompagns d'une
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politique active d'inclusion sociale, favoriseront l'quit et la cohsion dans nos socits. C'est donc sur ce triangle que nous voulons concentrer l'essentiel de nos efforts. Voil pourquoi trois des cinq objectifs communs de la stratgie Europe 2020 s'y rapportent. D'ici 2020,
nous voulons ramener le taux d'abandon scolaire de 15 10 % et faire passer de 31% 40% au moins la part de la population ge de 30 34 ans qui aura suivi un cursus universitaire, un cursus suprieur complet; nous voulons augmenter de 69 75% le taux demploi de la population ge de 20 64 ans, notamment par une plus grande participation des femmes et des travailleurs gs et par une meilleure intgration des migrants dans la main-duvre; nous voulons rduire de 25% le nombre dEuropens vivant au-dessous des seuils de pauvret nationaux pour permettre 20 millions de personnes de sortir de cette situation intolrable.
Au Conseil europen, il y a eu, notamment sur cet objectif, une grande discussion, qui se poursuit dailleurs. Certains disent que faire de la lutte contre la pauvret un objectif ne vaut pas la peine, parce que pour eux, lessentiel, cest lemploi. Je ne suis pas daccord. Lemploi est videmment essentiel, mais je peux vous le dire, nous avons des problmes de pauvret en Europe que lemploi ne peut pas rsoudre. Nous avons le problme de la pauvret des enfants. On ne peut pas leur dire daller travailler pour rsoudre le problme de la pauvret ! Nous avons le problme de pauvret des retraits trs gs. Et mme parmi ceux qui travaillent, nous avons des situations de pauvret dans des familles qui nont pas un minimum de budget pour vivre dans la dignit. Cest pour cela quil faut dfinir un objectif de lutte contre la pauvret . Et cest trs curieux, il y a un deuxime argument utilis contre cet objectif, celui de la subsidiarit. Ce ne serait pas une comptence de lUnion europenne, mais des Etats membres. Les gens nont pas compltement lu le trait de Lisbonne ! Parce queffectivement, la lutte contre lexclusion sociale est une comptence partage entre les Etats membres et lUnion, cest explicitement mentionn dans le trait. Alors, il faut le reconnatre. Je pense que certains naiment pas le terme de pauvret, alors que cest une ralit aujourdhui en Europe. Cest plus vrai dans certains pays que dans dautres. Les phnomnes de pauvret que nous constatons aujourdhui dans lUnion prennent de nouvelles formes. Cest pourquoi ce nest pas le terme qui est essentiel, et dailleurs le terme de lutte contre lexclusion sociale, pour moi, est acceptable. Le dbat nest pas encore termin. Je me flicite de lappui du Parlement europen. Au niveau du Conseil europen, nous esprons parvenir un consensus dici au mois de juin. Pour renforcer encore notre action et notre efficacit, la stratgie Europe 2020 propose aussi de consacrer trois de ses sept initiatives-phares au triangle ducationemploi-inclusion sociale. La premire, "jeunesse en mouvement", va librer les capacits innovatrices de l'Europe en amliorant la qualit de l'ducation et de la formation tous les
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maillons de la chane. Nous prsenterons notre projet dans une communication dans les prochaines semaines, puis un nouveau programme intgr pour les annes 2014-2020. La deuxime initiative, "nouvelles comptences pour nouveaux emplois", va moderniser les marchs de l'emploi et donner un coup d'acclrateur la formation tout au long de la vie. Nous devons augmenter la participation au march du travail. Nous devons aussi faire mieux correspondre offre et demande de travail en Europe. Il faut absolument agir pour viter les situations comme celles dans lesquelles se trouvent certains tats membres aujourd'hui, avec des centaines de milliers d'emplois non pourvus. Pour prendre deux exemples, il y a 440 000 emplois qui ne trouvent pas preneurs au Royaume-Uni et 942 000 en Allemagne! Cette inadquation entre offre et demande demploi montre encore limportance de lducation et de la formation. La troisime initiative, enfin, la "plateforme europenne contre la pauvret", permettra de partager plus largement les bnfices de la croissance et des emplois. Il ne s'agit pas d'une politique d'assistance. Dans l'esprit de l'agenda social renouvel de 2008, il s'agit de garantir les droits de ceux qui sont frapps d'exclusion. Je pense aux trois lments: accs, opportunits, solidarit. Nous devons assurer aux personnes en difficult sociale la possibilit de vivre dans la dignit et de participer activement la socit. Je pense que nous pourrions, en cette "Anne europenne de lutte contre la pauvret et l'exclusion", mettre en place cette plateforme qui nous permettra par exemple, tout en respectant pleinement la subsidiarit, de comparer les expriences trs diffrentes. On ne peut pas avoir le mme modle pour tous, une approche uniforme. Il faut agir de faon trs cible et intelligente. Un des moteurs de la dynamique de comptitivit et d'quit que nous voulons enclencher, c'est l'ducation. Pouvons-nous accepter, dans l'Union europenne, qu'un quart des lves matrisent mal la lecture? Qu'un jeune sur sept quitte prmaturment lducation ou la formation? Que 50 % dentre eux environ atteignent un niveau de qualification moyen, mais sans rapport avec les besoins du march du travail? Que seulement 30% environ des 25-34 ans aient un diplme universitaire, alors qu'ils sont 40 % aux tats-Unis et 50 % au Japon? Que l'Union ne compte que deux universits parmi les 20 meilleures du monde dans certains classements internationaux? Que prs de 80 millions d'adultes n'aient que des comptences de base? Est-ce quon peut laccepter ? Bien sr, la rponse est non! Nous ne sommes pas rests inactifs, naturellement. La Commission a beaucoup fait dans les domaines de lducation et de linclusion ces dernires annes. Nous respectons bien sr les systmes nationaux dducation, mais comment peut-on rpondre au dfi de la comptitivit, comment penser lconomie de lEurope sans intgrer dans cette stratgie conomique le domaine de lducation ? Les efforts doivent tre partags. Nous devons faire plus. La Commission proposera en novembre des recommandations sur les mesures prendre contre les sorties prmatures du circuit scolaire. Elle lancera en 2010-2011 un nouveau rseau sur les politiques d'ducation pour les migrants. Nous proposerons au dbut 2011 une communication sur l'ducation et la prise en charge de la petite enfance. Nous
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consulterons en 2011 tous les acteurs intresss sur la dimension sociale de l'ducation et de la formation. C'est un sujet fondamental, qui occupe une place importante dans Europe 2020. Le CESE y apporte une contribution essentielle. Quoi qu'il en soit, il y a un trs large consensus europen sur ce point: nous devons investir massivement dans l'ducation. Car c'est un vecteur dynamique la fois de croissance et de cohsion sociale. En dehors de la dimension humaine - la plus importante - qui est de donner aux hommes et aux femmes la possibilit de se raliser en tant que personnes et de raliser leurs aspirations, lducation, rappelons-le, est aussi un investissement conomique. En encourageant la crativit, la mobilit, la capacit d'adaptation au changement et l'esprit d'entreprise tous les niveaux de l'ducation et de la formation, on actionne un des moteurs cls de la croissance: l'innovation. C'est indispensable la comptitivit de l'Europe. Dans le mme ordre d'ide, si les partenariats entre ducation, recherche et innovation fonctionnent relativement bien, notamment entre le monde de l'entreprise, l'ducation et la formation, ils permettent de mieux cibler les comptences dont le march du travail a besoin. C'est important pour les entreprises qui cherchent employer. a l'est encore plus pour orienter les personnes vers des formations qui offrent des perspectives d'emploi. L'ducation est aussi le meilleur des investissements humains, civiques et conomiques. Le but de l'cole, c'est la fois de favoriser l'panouissement personnel et l'autonomie, et de donner les moyens d'une citoyennet active. C'est d'enseigner des comptences interculturelles, les valeurs dmocratiques et le respect des droits fondamentaux. C'est aussi de combattre toutes les formes de discrimination en ouvrant aux autres venus d'horizons diffrents. Cest trs important, et pas uniquement du point de vue des valeurs, mais dun point de vue conomique. Je suis absolument convaincu, en voyant ce qui se passe dans dautres parties du monde, par exemple en Asie, quon gagnera la bataille de la mondialisation si nous transmettons nos jeunes, nos enfants, cette culture douverture. Cest une question culturelle au sens large du terme, parce que lconomie nest pas indpendante de la culture et la culture nest pas indpendante de lconomie. Si on continue transmettre nos jeunes et nos enfants des messages de repli sur soi, de peur, de rsistance au monde contemporain, au lieu de leur dire quils doivent gagner dans ce monde plus comptitif et quon a des moyens, notamment culturels, douverture, je crois quon perdra cette bataille de la mondialisation. Donc, la question de la culture de louverture est une condition du succs conomique et social de lEurope. L'ducation, enfin, est un investissement social trs efficace. Toutes les tudes le prouvent: une bonne ducation est le meilleur des dparts dans la vie et le meilleur passeport pour une bonne inclusion sociale. Plus le niveau de formation d'une personne est lev, plus son salaire est lev, plus elle a accs un bon logement, au systme de sant et l'information, et plus elle vit longtemps en bonne sant. l'inverse, plus le niveau de formation d'une personne est bas, plus les probabilits de vivre dans la pauvret sont fortes et cest la raison pour laquelle une personne sans diplme est trois fois plus susceptible d'tre au chmage qu'un diplm. L'chec, dans certains cas, de nos systmes d'enseignement a une traduction directe en ingalits sociales, en pauvret et en exclusion sociale. Il se mesure par
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un sentiment d'injustice, par de l'incivilit et mme de la violence. Le cot social et financier de lchec scolaire est trs important en termes de sant, d'aides sociales, de scurit ou encore de justice. Jinsiste aussi sur ce point, en pensant certains comportements que nous avons constats dans le systme financier. Si nous navons pas un minimum de consensus social, nous aurons dnormes difficults pour raliser les rformes qui sont ncessaires notre conomie. Il faut donc tout faire pour que l'ducation joue pleinement son rle de facteur dquit, d'assurance contre l'exclusion et d'ascenseur social. C'est en investissant dans l'enseignement et la prise en charge des enfants ds leur plus jeune ge que l'on obtient les meilleurs rsultats, notamment dans les groupes dfavoriss. C'est aussi en offrant une ducation pour tous. Quelle que soit sa situation, il faut que chacun, en Europe, puisse acqurir et dvelopper tout au long de sa vie les savoirs et les comptences cls ncessaires son employabilit, une citoyennet active et au dialogue interculturel. Personne ne doit tre abandonn sur le bord du chemin. Nous devons notamment investir dans la richesse de nos socits multiculturelles et dans leurs acteurs, les enfants de migrants. l'ingalit des chances auxquels sont confronts ces enfants, encore trop souvent dfavoriss, il faut substituer ce qui fait la recette de la russite scolaire: mixit des milieux sociaux et des origines, interactivit des apprentissages, soutien scolaire et implication des familles. Le seul critre d'intgration des migrants qui vaille, c'est le succs de leurs enfants. Nous devons russir. Il ne peut pas y avoir de fatalit de l'chec scolaire en Europe! Mesdames et Messieurs, Bien sr, investir dans le savoir, la formation et les comptences est un travail de longue haleine. Cest vrai, les lections ont normalement lieu tous les quatre ans, mais les dcideurs politiques nauront le courage de faire des choix que si la socit porte ces objectifs. Je parle de ces choix qui ne visent pas la prochaine lection, mais la prochaine gnration. C'est comme planter un arbre, dont nous rcolterons les fruits dans dix ou vingt ans. Offrir une bonne ducation aujourd'hui, c'est un acte de responsabilit pour les gnrations futures. C'est un acte de solidarit pour valoriser le gisement de talents que renferme notre capital humain en Europe. Une fois que le Conseil europen aura donn le dernier feu vert la stratgie Europe 2020, dans quelques jours je lespre, il faudra passer des paroles aux actes. Et la stratgie deviendra alors trs concrtement notre affaire collective. Ce ne sera pas seulement la stratgie des institutions - Commission, Parlement, Conseil europen -, mais la stratgie de la socit. LEurope, ce nest pas seulement Bruxelles. On ne fera lEurope que si on a le sentiment que cest un projet que lon porte collectivement, au niveau politique et au niveau de nos socits. L'enjeu mrite vraiment que nous travaillions tous main dans la main. Nous devons entraner toute la socit avec nous pour remettre l'Europe sur les bons rails. Il faut un partenariat troit et solide entre l'Union, les tats membres, les partenaires sociaux, les acteurs locaux et rgionaux, la socit civile.
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Le Comit conomique et social europen a dj jou un rle actif pendant la stratgie de Lisbonne en mettant en place son observatoire. Je suis sr que vous reconduirez ce processus. Jespre que les Etats membres accepteront une meilleure structuration de la mise en oeuvre de la stratgie 2020, car le renforcement de la gouvernance est un lment essentiel. La Commission est prte poursuivre encore plus activement son dialogue avec vous. Jai peut-tre t un peu long, mais je voulais vous faire part de ma conviction sur ce programme politique, et vous dire que personnellement, jy crois normment . Cest dans ces circonstances difficiles que lEurope peut montrer de quoi elle est capable. Et si on a la capacit dunir la volont politique la volont sociale et lurgence dune meilleure cohsion sociale et de lquit, tout en tenant compte de nos normes dfis de comptitivit, je crois que lEurope sera prsente et montrera quelle ajoute beaucoup de capacit de contribution la prosprit et au dveloppement conomique et social de tous nos citoyens. Je vous remercie de votre attention.
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Education To Combat Social Exclusion

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FLORENCE 20-22 MAY 2010

REPORT ON THE 2010 BIENNIAL CONFERENCE

Education to combat social exclusion

FLORENCE 20-22 MAY 2010

REPORT ON THE 2010 BIENNIAL CONFERENCE

Education to combat social exclusion

SUMMARY OF THE CONFERENCE

SUMMARY OF THE CONFERENCE

THURSDAY THURSDAY 20 MAY

session Opening session Welcome address

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Opening of the discussions

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Workshops Opening of the workshops

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WORKSHOP 1 Education as a gateway to social engagement: The foundations of inclusion

Appendix II, p. xxvi.

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Education in mosques: Mostafa el Ayoubi7, editor in chief, Confronti,

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School education for the inclusion of immigrants: Simona Taliani from

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Grundtvig workshop: Intercultural learning: Noureddine Erradi 10 ,

Family and school: an educational alliance? Celeste Pernisco11 from

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WORKSHOP 2 Education as a gateway to the labour market: Making inclusion real

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Creativity during the economic and social crisis: Charlotte Gruber14

Statements from representatives of institutions and civil society

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Education and vocational training as tools for social inclusion: Aviana

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The role of vocational training in getting people back to work:

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WORKSHOP 3 Education as a gateway to the exercise of rights: Active inclusion

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Education as a universal service: Alessandro Martini 21 , director of

Citizenship and the constitution: Simonetta Fichelli23, from the Italian

The right to education on human rights: Emmanuel Decaux lecturer Decaux,

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