The Ministerial Decree which will allocate the first 500 million for projects against the completion of the school.
According to reports from many parts of the world, the lists linked to the decree with the sums due to individual schools are many errors: very often there are codes that do not correspond to the school, and also schools that in a other provinces.
But there is even a paradoxical fact: funding has also been awarded to schools that have not applied.
The decree clarifies that the resources were allocated on a regional basis according to the following criteria and relative weight weights, based on the latest ISTAT data available at the regional level:
a) a 65% share based on the early exit rate from the education and training system in the age group 18-24;
(b) 20% on the basis of the number of pupils in the secondary schools in the reference region;
c) 5% based on the attendance rate of the foreign population;
d) a further 5% according to the rate of the population without secondary education in the age group between 25 and 64 years;
e) a final 5% based on the rate of households with five or more members.
The fund for each region is then divided among the different schools, taking into account in particular the “implicit dispersion”, measured by the percentage of students who achieve a very low result in both subjects, Italian and mathematics after the surveys. have, calculated by ‘Invalsi.
In any case, a total share of the resources is allocated equal to 51.16% to state high schools of first and second degree in the regions of the South.
However, for what the substantial funding is used (there is also talk of 2-300 thousand euros per school)?
The decree is clear: “The main objectives of the interventions implemented by the educational institutions are the improvement of the basic skills from the first cycle, with particular attention to pupils, male and female students, who show fragility in learning, following a preventive approach to school failure. , the fight against early school exchange, through a global and integrated approach, which enhances the motivation and talents of every student Ministry of Education inside and outside the school, and in conjunction with local resources, enhances the inclusive approach personalize curricula and extracurricular activities of educational institutions with a view to learning ”.
As far as the expenditure criteria are concerned, this is specified in the Ministerial Decree Beneficiary educational institutions, in line with school autonomy and the milestones and objectives of the PNRR and related legislation, promote co-planning and cooperation activities between the school and the local community, synergy with local and institutional resources (social and health) improve services, employment, youth justice, vocational guidance and education, etc.) as well as voluntary and third sector services, to improve the inclusion and access to education rights for all, by planning and creating skills improvement opportunities also outside school , which must be strengthened through full integration of the curriculum with extracurricular activities and with the assessment of learning “.
There are no precise indications on the Method of use of resources; For example, they let us observe some school administrators we have contacted who still have very crucial questions unanswered: What restrictions do we have? Costs for staff, for training, for external experts, for Investments? What are the times and how should we report the expenses? And who has seen 100,000 euros arrive without asking anything, how should she behave? “
In fact, the decree posted “In a subsequent act, aimed at lower and upper secondary schools, the definition of the methods of implementation of actions to prevent and combat early school leaving that school institutions, in line with the objectives and milestones and objectives of the PNRR and the relative national and European legislation, they must respect the planning of activities and the management of the allocated resources “.
However, this exhibition only increases the climate of insecurity in schools.
The feeling is that a measure was introduced quickly, also in response to the Controversy that was raised a few days ago by the Dispersion Working Group appointed by the Minister himselfto deny that there are sensational delays in the use of resources, but that, in fact, both by the many errors present in the allocation and by the delays in future implementation measures, does not in fact deny, because, as what, the resources are currently unavailable “