of FRANCESCO RAO – The school is one of the most important issues of the moment, not just for Calabria, but for the whole of Italy. The subject is broad and here I will address a small part of it, make some suggestions, further refer reflective ideas on future interventions. To tell the truth, the results provided each year by the OECD and INVALSI, Parliament could not have judged this issue by its respective political expressions by interpreting the signals dictated by the production segments. , most exposed to the scarcity of human resources and at the same time called upon to meet the growing needs of an increasingly complex society, projected onto a lifestyle that will impact the next 50 years.

As far as our Calabria is concerned, this year INVALSI data will be another warning signal. With a pinch of positivity compared to the past, in time, I would like to hope for the beginning of a discontinuity, in which on the one hand the start of growth comes and on the other the cultural void on which a blue historical memory determines for more reason to be able to do better without wasting time.

Our region, our young people, their families and the whole world of education and training will be called upon in the coming years to take on a unique challenge in order to recapture in a short time the significant percentage of the cultural gap that the North has always had. divided. from the south, effectively preventing greater job opportunities, limiting an increase in GDP and migration phenomena, especially of our young people.

That said, it is absolutely not my intention to fail our school system. However, a substantial review of skills is required to practice through training and continuous updating. This statement places a great deal of confidence in a strategic sector for the nation and population of people who are often unmotivated, forced by lack of means and tools to resort to improvisation, ministerial planning and the exercise of that share of autonomy useful for cooperation and Establishing participation with actors outside the school, but an integral part of the educational community.

In addition, there are the implications of the various expenditure assessments that have been practiced over time in the school sector, without at least imagining what the future implications might be. And then, the appeal to the composition of the schools even 50 kilometers apart, with the intention of limiting the number of school principals and leaving dozens of teachers under a guide who practiced half-time or with limited attendance, was a solution. What cultural benefits has it produced? As far as I am concerned, the example of art dictates. 5 of the Constitution, as is the case for the carabinieri stations present in all the municipalities of Italy, should apply to all schools, that is to say a school manager for every school in the area. While some say that we can not afford these costs, I would like to emphasize that culture is not a cost but a national investment. Meanwhile, for Calabrian students, children of a lesser god, all the indicators regarding public and private evaluation systems cross their respective analyzes in a common conclusion: with an implicit school dropout of 18%, the future seems marked.

Our weak point, as repeatedly pointed out by the Agnelli Foundation, is still high school and the effects of this cause will then be fully transferred to the next school segment. There will be time and way to find all possible critical issues, even if you take into account the frequency of the development phase of the adolescents. In the light of recent data, is it legitimate to ask what corrections have been made to the system and what improvements have been made? The approach to the study of mathematics, geometry, sciences, foreign languages, though starting from primary school, is practiced in the three years that were for us, born in the last century, the middle school. Are the difficulties of teachers engaged in this specific sector taken into account? Have all methodological proposals ever been reviewed to establish common education pacts, in which families are more involved, also with the intention of empowering and detonating that office, which is receiving more and more appeals and complaints as a result of not particularly high ratings, memories and / or disciplinary measures?

Also for this phase, due to the growing educational poverty and the tendency to leave school, phenomena are more evident in the internal areas, which rely on non-permanent teachers, because the afternoon return is not activated so that all students can close until 6 pm on the school day, by doing other activities besides their homework such as sports, music, drawing, theater, etc. usw?

I may seem to be a visionary, but my conviction continues to see the school as the beating heart of any community, large or small. In this sense, schools should not only be open from 7 am to 2 pm, but be open until 10 pm, and imagine the post-curricular phase as a self-governing phase, in which non-permanent teachers, volunteers, entertainers and those who are willing to respond to the call of the Ministry of Education or the Ministry of Education, can, by signing a contract and recognizing appropriate presence tongs, contribute to exponentially increase the cultural level of our young people. In such places, I would also like to see greater involvement of the associations. I would think of the practice of barter trade consisting of the painting of the walls, the arrangement of doors and windows or the flooring of the respective classrooms as a reward for the annual usability of the premises and services provided to the various associations provided, also made in the condition of stimulating territorial cultural growth. Curricular teachers must be supported. They do an impeccable job every day, but it is necessary to bind our children to study, to limit them to an afternoon of freedom, the medium- and long-term that percentage of early school leaving certainly affected cultural level of the country, in social policy, in micro- and macro-crime phenomena and in the abandonment of all those local identities, potential sources of resources, leaving to leave due to lack of “brains”, able to revive local history to make future resource . (between)

(Francesco Rao, Journalist and President of the Department of Calabria ANS Sociologists)

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