The VII EASSE Day was an opportunity to share with other schools from all over the world reflections and experiences on the educational model based on homogeneous personalized education and to enhance the breadth and quality of our educational action in agreement with families.
“The educational project is based on the dignity of the person, the full development of each student, and personalized attentiontakes into account an essential feature of each person: being a male or female. This perspective, which assumes differences between men and women, is increasingly prominent in the field of education. Referring to the performance of female and male students, the latest OECD report highlights their ‘different maturity processes’ and their ‘different expectations’. These are realities that have defined some of the features of our model of differentiated personalized education from the beginning: attention to the different maturity processes and the creation of an educational environment free of social and cultural stereotypes for both girls and boys..”
Like EASSE, European Association Single-Sex Education, says “Two indicators that are highly valued by society confirm our model’s contributions: the percentages of female students choosing STEM careers, a sign that the gender gap is being overcome, and students’ academic outcomes, which exceed the negative expectations that the education system has of them”
This is the framework of the Seventh EASSE Conference, ‘Current Challenges of Differentiated Personalized Education, focus on several factors in which our model is deeply involved: Christian identity, the role of women in today’s society, the participation of families, and communication.
Giovanni Vicari, Director General of CEFA Schools, moderated the session Educare con famiglie “imperfette” by Mariolina Ceritotti Migliarese, child neuropsychiatrist and adult psychotherapist.
