Sfide per l’apprendimento nelle scuole per la formazione professionale in Germania (e non solo): favorire l’accesso all’istruzione formale da parte di apprendenti con scolarizzazione limitata o interrotta

Authors

  • Marco Triulzi Università "La Sapienza" di Roma
  • Andrea DeCapua New York University

DOI:

https://doi.org/10.6092/issn.1970-2221/9749

Keywords:

Limited education, interrupted education, vocational training, formal education, SLIFE

Abstract

This article presents a culturally responsive pedagogical model designed to meet the needs of students with interrupted or limited schooling (SLIFE) in vocational training schools in the German Federal State of North Rhine-Westphalia. After a brief introduction outlining the context and theoretical background, this contribution focuses on the hidden challenges for these learners, arising from essential dissimilarities between the expectations of the formal school system and the learners’ prior lived experiences. Using the German situation as an example, theory-based practical pedagogical suggestions applicable to the Italian context will be offered.

Published

2019-12-19

How to Cite

Triulzi, M., & DeCapua, A. (2019). Sfide per l’apprendimento nelle scuole per la formazione professionale in Germania (e non solo): favorire l’accesso all’istruzione formale da parte di apprendenti con scolarizzazione limitata o interrotta. Ricerche Di Pedagogia E Didattica. Journal of Theories and Research in Education, 14(3), 95–125. https://doi.org/10.6092/issn.1970-2221/9749

Issue

Section

Articles