18.09 – Sunday, March 13, 2022
Personal reflections on the Trentino school. Although Italy defines itself as a developed country and one of the major world economies, although Trentino can be defined as one of the areas of excellence of our nation, we find ourselves with an inadequate, inhomogeneous, inconsistent school system and with peaks of high professionalism. as opposed to situations of embarrassing incompetence. The lack of politicians’ attention to education, the lack of proper programming and the poor pay of teachers are destroying and destroying a school system that has had enormous potential.
To assign uncovered professors, recruitment requirements were reduced to the extent that classes were assigned to subjects without specific pedagogical training or teaching qualifications. For a student, getting a good education is now like rolling the dice and hoping that the desired number comes up. During the school year, due to lack of classifications, spare parts or replacements, he could meet a trained, professional and motivated teacher on his way or another unprepared, improvised or frustrated, and unfortunately in recent years the last, even if a minority, are growing more and more.
All of this strongly compromises didactic continuity, generating instability, uncertainty and discontinuity in the pedagogical path of students who have to deal with continuous changes in learning methodology and evaluation criteria, from excellent judgments to others disappointing (or their opposite) change. or substitutes, in the end demotivates and loses confidence in the system. Not to mention the low average level of knowledge about school legislation and regulations, particularly in the management of special educational needs. Educational needs that demagogically only pay attention to in words and announcements but not in deeds, with parameters that have stood for more than 16 years, where the percentages recorded in the school world were less than a quarter of those current and, unfortunately, not even the same educator went hand in hand with their raise.
School autonomy has been transformed into only a responsibility solution to the institutions of system efficiency, an autonomy that does not allow professionalism to be rewarded and real criticisms eliminated, an autonomy that is transformed without proper control and anarchy (e.g. sometimes autarchy) as if we were in a “middle age school” and we had to rely on the happiness, to be ruled “by an enlightened ruler” (the manager), who by his professionalism is able to contain (but not avoid) the harm done by Years of inattention and lack of consideration for the upbringing of our children arise.
When someone is taken to the chair without proper verification of specific skills and without substitutability, except in very serious situations, the school ends its pedagogical role by behaving like a bad company, treating the subjects without the characteristics of delicate and strategic Roles assigned. to cover them … Privately it would not happen because education is allowed to happen? The school should not be a first admission for people who have no other job, but should carefully evaluate the training and competencies of those responsible for the education of children and adolescents.
This does not mean that an unqualified subject does not have the qualifications to learn, but it is objectively necessary that there be an accompaniment and training path before being entrusted to a class. We can not be surprised if Censis itself in our last annual report presents us with an increasingly irrational society that is losing progressive trust in institutions, and illuminating a much more critical situation than the illusory invalsi evidence shows us. One wonders whether this is all due to the possibility of having a society (and a voter) without the tools to carefully evaluate what is being proposed and implemented, or whether it is due to the absolute inadequacy of those who have hitherto ruled, is caused. .
Therefore, for the next election programs, it would be worth remembering that it makes no sense to talk about education if we do not seriously intervene, first, on training, stabilization, remuneration, improvement and evaluation of the effective professional capacity of teachers. which are not only understood and limited to disciplinary competences, but are extended to the pedagogical and relational dimension.
Maurizio Freschi is President of the Provincial Parent Council and Vice-President of the Provincial Education System Council