PNRR and dispersion / 2. When efficiency is not synonymous with efficiency

What happened to the Ministerial Order 170, with which the Ministry of Education distributed 500 million euros to the educational institutes for the prevention and contrast of early school exchanges, is a clear proof of what public administrations can often achieve efficiently, almost always d ‘Efficiency of the result achieved or intended to be achieved.

Efficiency, for ministerial officials, above all means respect for the Procedure Parameters.

First there is the Respect for times: in the case of decree 170, the meaning of half a billion euros had to be completed in the first half of the year; and the decree was issued on 24 June. Punctuality.

The goal of the PNRR, in addition to the fight against dispersion, was to reduce the territorial gap, to give the regions of southern Italy a share of at least 40% of the resources, ie at least 200 million Euro. Well, the DM reassured those regions much more: de 51.1% of resources. Efficient zeal.

An efficient administration that must use discretionary interventions in the allocation of resources excluded objective Criteria, unsurpassed. Voilà: the decree provided that “In order to allocate these resources on a regional basis between the territories, it is necessary to identify specific criteria that pose the greatest risk for early school exchange, based on available objective indicators, such as the early exit rate from the education and training system and the age group. 18-24 years (ELET Index – Early Leavers from Education and Training), the rate of presence of the foreign population, the rate of the population without a secondary diploma in the age group between 25 and 64 years, the rate of families with five or more components, as calculated by ISTAT“.

Perhaps some of these criteria have little to do with the current dispersion, but there are still objective criteria, validated according to international indicators, that have been applied to the opportunity according to approximately balanced and apparently divisible distribution percentage.

The percentages and parameters used are mainly characterized by quantitative results, which too often ignore the current conditions of the schools to which the resources are to be allocated; the real criticalities, present in the territories, were randomly intercepted, often inadequate or completely ignored. Without considering that in many cases the schools concerned do not have the recipe in hand, they should be helped to get the contribution of qualified subjects that bring formats, tools, competencies. It is not certain that a single school is enough to get the funds, they need know-how.

In fact, after what emerges from the reaction of various educational institutions, many resources will be wasted to prevent failure, resulting in partial success.

The efficiency of the provision, that is to say, the actual achievement of the expected goals, will partly note results, and risk turning into a (perhaps irremediably) lost opportunity. But the procedure will be safe and the ministerial efficiency will come out unscathed: the prevention and combating of dispersion, no.


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