Education that is important for students – Education 2.0

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The debate is also sparked by the recent recruitment of teachers for second cycle schools, on the initial and continuing education for all teachers, which has already been made compulsory by Law 107/2015, Art 1 c. 124.

Training is not only fundamental, but also essential, to restore the validity of the much-maligned dignity of the learning role.

Those unfamiliar with the school world may not be aware, however, that teachers, of any degree, are serving an unspecified but impressive number of training sessions.

But how? Through the numerous initiatives taken by the Ministry. The so-called field training is aimed at teachers who are already employed. Never recognized in terms of points in any ranking or for competitive purposes. In essence, the ministry provides a lot of money for various pedagogical topics, with experts in the school world or outside. The teacher holds free, modules of 20, 30 or more hours; during the school year or during apprenticeships.

Another way for teachers to carry out the training is to provide their class with an endless possibility of projects that can be carried out during the curriculum, that is, during the class.

From the world of foundations and clubs come a myriad of suggestions in schools: an external teacher makes a laboratory in the classroom, the teacher easily supervises, even tutors. That is, he goes to class with his students. In practice, more teachers are paid, in the same class, for a variable number of hours.

The very recent proposal to link the teacher’s career to a three-year training course is really a palliative, if not the so-called middle school figures, who in collaboration with the teacher contribute to the many activities of a school.

I emphasize that the various governments that have adhered to the teaching profession since the Berlinguer reform have never rejected the standards for the teaching profession: we do not know, a rare case in Italy, what the minimum requirements are for getting the teaching profession.

You can not ask the teacher to be an erga omnes expert! We are more aware of the alliances of the territory and the various professional characteristics.

We have several problems: on the one hand, the teacher and the duration of training, on the subject of teaching staff and innovative methods; on the other hand, the need for new training figures, foreign to the world of teaching staff, but now fundamental in today’s society.

Then we have the problem of the functioning of the school: the teacher and the system figures – collaborators of the teacher, instrumental functions, plexus trust, PTOF commissions, evaluation, departments ….

Finally, ask the needs of families who have been calling for years to extend school hours, to ask for school, to take care of the upbringing, but also for the upbringing of their children, because of course both are professionally engaged .

The corresponding question in the writer’s opinion is to ask why the teacher should be motivated to train? Why does he get it after three years, alone and when he passes the rating tests? And why, then, should a teacher continue to be available to perform the instrumental functions, the manager’s collaborator, territorial projects? Why is it not recognized at contractual level that many teachers who are already engaged and with skills acquired through training – to which they are spontaneously attached – are necessary for the functioning of educational institutions?

Would it not be more appropriate to link the career progression of teachers to the progressive assumption of more responsibilities, in addition to merit and length of service?

Finally, how can single-income families or families with precarious incomes guarantee a broad educational offer for their children if they live in a suburban area, with a strong migration process, a fragile territory? Which teachers are willing and motivated to teach in these schools?

The school and territory alliance is sanctioned in several passages of law, most recently with Law 107 of 2015. But as one has said: school autonomy is lost when civil society explains to the school what it is supposed to teach while it School itself should be what brings about change in society, preparing students for a growing awareness of their rights and responsibilities.

How to reconcile? I think we are now all convinced of the need to offer extended time in the first cycle and additional activities in the other levels of education.

School and territory would be two perfect allies if we decide to seriously reorganize places and times.

Didactic morning with teachers and in the afternoon artistic, musical and sporting activities with associations and educators, all professionals and especially summer included!

The ministry risks creating a cumbersome reform, full of delays but without really the sums available with the PNRR to invest in a long-awaited revolution in the world of education.

We are thinking of the soft skills of the students that we can not forget, according to the latest Eurydice 2021 notebook. A transversal education can not be ignored, of all the same opportunities to guarantee access to activities that are not only didactic, but also artistic, musical, sporting, relationship, experimenting.

Because the government is not seriously committing itself to reorganizing school hours by putting an afternoon teaching model with teachers on the chair and an afternoon model of activities on aggregation, laboratory space, high-level sports, music and art? Why not consolidate the alliance with the territory and the association world by contributing experts from the sector to the development of the soft skills of our students?

Society has changed, parents ask for full time but students sit 40 hours a week in a classroom. It is urgent to rethink the interiors of classrooms so that there is a school that is truly on the territory where “things are done” also in freedom, even group of students to use places, places to colonize, where one expresses attitudes and passion.

It is urgent to use the premises of the neighborhood as there are many schools which do not have courtyard, gardens, football pitches, basketball, volleyball, gymnasium. Then, as illustrated in the Eurydice 2021 notebook, the opportunities for access to training opportunities remain conditional on the neighborhood in which one lives and the financial resources of the parents.

The social background once again strongly forces our students’ access to future careers.

1 Equity in education in Europe: Structures, policies and student performance

Oriana Micheletti Primary School Teacher

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