The pandemic experience and the father have drastically highlighted how fundamental human contact is in the pedagogical path, how much education is a “session of personalities”. How much interaction with the group is crucial for children in building their own identity. How much does it take to have teachers who are next to the student, not in front of or behind a screen. As for the center of the school educational project, it is necessary to place the person of the student, because his learning capacity depends not only on the quality of the knowledge imparted, but also on the specific characteristics of each one.
The “Non-Cognitive Skills” Bill, adopted by Parliament on 11 January, is moving in that direction. It does not want to ‘distort’ or train the character of students to homologate them to a human standard set by a ‘new educational ideology’, but to focus on the person who becomes competent when mobilizing his resources, comes at a choice, for a decision, if it takes action. It is the recognition of the “absolute value” of the person of the student.
It is important to emphasize that in the last half century, the pedagogical action of the school has often been reduced to training, in order for the pupil to acquire profitable, directly degradable or long-term economically productive skills. However, the transformations that have taken place in the world of production, schools have increasingly indicated that the company today must pay more attention to the formation of “human capital”, the quality of which is determined Non-cognitive skills.
In fact, the business world today needs people with new ones difficult In the soft skills, who are able to combine specific technological and technical know-how with an adequate skill, the complexity in which we maintain reading, the ability to work together, in a flexible, creative way, for production and development purposes, according to the Rules and diligence, planning and ranking of the assigned tasks and order of importance. As several studies have shown, the non-cognitive abilitiespsycho-social resources, personality traits, are crucial for 75-85% for a positive and constructive work experience, while technical skills lie at 15-25%.
Considering that more than half of the children who go to school today are pursuing a profession that has not yet been invented or is only defined in a broad spectrum, it is clear that a didactic Action to be taken immediately. who develops these resources.psycho-social, the skills and attitudes that are the basis of an effective approach to reality, in its cognitive and relational aspects, as well as educative and empowering characters, especially during children’s school experience.
Relevant is in the law approved by the Chamber, the amount of funds allocated for the training of teachers, teachers and service, and for experimentopen to schools of all types and levels of the national school system, including colleagues: it is sufficient to submit a draft project to the Ministerial Commission, which is set up to gain access to funding.
It is a law that improves active and innovative learning methodologies, already initiated by many teachers and many schools, and it is incorporated, albeit with corresponding differences, in the perspective pursued by the school-work alternative, now Pcto.
Of course, it will be necessary to review the didactic approach of the evaluation and the national evaluation system, since the non-cognitive abilities they are not only identifiable, educable, but also measurable, as others have already had the opportunity to point out. What we want to point out is that if the individual profile of a person is determined by his or her cognitive and non-cognitive aspects, it is right that the profile of a boy who leaves school should also include his own profile. . Character skills. A “Holistic Evaluation”according to Luisa Ribolzi, “who looks at the global person of the student and not just at one of his products”.
It would also be right for the evaluation and comparison system of Italian schools to apply these judgment parameters, from which the richness and contextualization of the pedagogical offer of each individual school are derived. This would introduce a real feature of competitiveness between schools, with a consistent incentive for improvement and excellence. Could it be a step towards decentralization of the national school system?
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