Intervention by Francesco Provinciali, former teacher, school director and director of inspections of the Ministry of Public Affairs and MIUR – Juvenile Judge of the Juvenile Court of Milan
The report of the Secretary of State of the Presidency Roberto Garofoli to the Council of Ministers of 26 May finally mentioned a number of ways in which the government intends to proceed to present a school model defined as 4.0, in accordance with Decree Law PNRR / 2- to be published in GU n ° 100 of 30/4 and now being debated in Parliament to comply with the EU request for innovation in the training system and to enable access to European funding from the Recovery Fund – Next generation EU .
Ambitiously, the report updates the June targets for the country’s transformation plan, a total of 30 of which 18 are defined as ‘achieved’ and concerns all ministries: in the background the ecological transformation and the digital transformation plan of the PA
In the field of education, the career of teachers has been reformed with the above-mentioned decree-law with the definition of new recruitment and training systems.
A ministerial decree is also envisaged to promote the adoption of the School 4.0 plan for the digital transition of the Italian school system to create innovative schools, new classrooms and laboratories, starting with the transformation of 100,000 classrooms into innovative learning environments and the creation of laboratories for the new digital professions in all Second Cycle schools.
After two years of pandemic and DAD and fits and starts, the work of all institutions between rules, regulations, bans, prophylaxis, infections, masks and wheelbases stopped in the pulp, we would have been satisfied with a solid insurance on the restart in September of the school year 2022/23, which inevitably has to deal with the usual problems: staff shortages, delays in appointments, chicken coop courses, disabled people without support, growing double bureaucracy by adding that of ministerial circulars. to that of the designers of the autonomy school. Instead, a new organization emerges in the suffocating mass of existing ones: the “Higher Education and Continuing Education School”, which works alongside the existing Directorates and Departments, must coordinate with the local schools and will follow the advice of INDIRE and INVALSI. The usual Italian recipe in a bureaucratic style and with lots of sweet and sour ingredients, which builds new decision-making centers instead of simplifying and rationalizing existing ones. With many chairmen, secretaries general, steering committee and international scientific committee. The university should take care of the initial, ongoing and permanent training of school staff, implemented in advance through distance learning courses, webinars, zoom platforms, entrusted to external bodies by self-styled experts, who need to update those who work. School without having to pass the screening of a test that is usually required by the coaches themselves. A jumble of biblical dimensions dreams between courses of all kinds, certificates issued at the end of the theoretical distance courses, quizzes and final assessment tests, according to general directives of the National School Institution, are rejected and the agreements that the individual institutions with the bodies and negotiate local institutions: short, everything and more. It will take a solid parachute for the users of the students to fall into the flood of theoretical schemas, flow charts, acronyms, inevitable Anglicism in their everyday school reality. It is not clear who is entrusted with the control and verification of the efficiency-effectiveness of this pharaonic and complex apparatus, in the concept of the “productivity of the public service of the school”: once in the schools there were inspectors, now are they a race on the road.of extinction, after some ministers began to reduce those who won the competition for access to the inspection function, to replace them with “Yes man” of the proven faith, with the savings system appointed. Quality is easy to praise, there are many ways to attribute oneself in a self-referential way and make oneself competitive in a system where the hierarchy of ministerial bureaucracy changes in its autarchic waste (regional directorates and former supervisory bureaus, name every year ) and innovative inputs generated by individual institutes. But it is clear that when there is no internal body and expert in technical control, everything becomes random and unprovable: in fact, the paralyzing bureaucracy and innovation created by the application of unproven theorems produce an unmanageable and often unmanageable End and self design Babel. . The results are then obtained when the students after completing their studies influence the skills that the world of work requires. An old concern of CENSIS President Giuseppe De Rita that is worth considering, given the intangible results of this “school of words”.
All this gigantic organizational schedule, which should manage initial training and updating in the service, finally generates a kind of pedagogical culture without expectation of feedback.
We read about the disasters that this “system” (which has been around for years) produces in the Save the Children report, which points out that one in two students at the end of secondary school (former middle school) is not able to understand. that reads. And this is a big problem for the school, but also for the families: to whom should they turn for explanations and explanations for this school failure, when the whole apparatus of the education system is armored in its own defense?
This raises the question of staff recruitment (teachers and ATA): On 30 May, the national unions went on strike in this regard. They would like the restoration of entrance “corridors” on the side of the contest track, the only one that allows a selection worthy of the name. It is known that in the competition commissions for access to school roles, subjects with dozens of spelling, syntactic and grammatical errors are corrected and oral tests are listened to at the boundaries of the primary school. If we want school to become a serious matter again, we must shed the tears of those who only want to access open legislations for precarious seniority: the trade unions must also do their utmost to ensure that those sitting in the chair , do not ask. for commitment and sacrifice in the study for the students without this recommendation to first implement on themselves.
The new methods of recruiting school staff provided for in the NRP seem to be the most selective way of examining competition, even if the complex system of training credits seems cumbersome.
At the same time, there is a parallel discussion on the contractual renewal of teachers in ATA: the last national contract dates back to 2016/18. An average monthly increase of 50 Euros net is assumed, which honestly makes the whole previous talk about the imaginative school of excellence a house of cards, so humiliating is the economic consideration offered.
It is worth noting that the OECD not only reports delays in the Italian school system, but also (together with other institutions) the fact that our school staff is the worst paid in Europe.
Honestly, a shame that has been going on for years since the teaching profession was rhetorically referred to as “a mission”. This weakness must be overcome by recognizing the social role that teachers play: the formation of new generations, on which the future of the country is based.
A decent salary must be established and adhere to the standards of most civilized countries: professionals of the Italian school have always not received adequate remuneration and this vulnu must be taken into account when talking about the requisites that postulate for the school 4.0 to be.
Nearly half a century after the ‘Delegate Decree’, a serious verification for a certified quality leap is expected.
SUBSCRIBE TO OUR NEWSLETTER
Subscribe to our mailing list to receive our newsletter