School, the interview with Minister Bianchi: “Modern and innovative institutions with the PNRR thanks to the projects of great architects”

The National Recovery and Resilience Plan should also revolutionize the world of School: more modern buildings, new training opportunities for students, investments in gym classes, new institutions and canteens. The Minister of Education, Patrizio Bianchiexplained in an interview with all the objectives of the Pnrr for the school world.

Much will be done onSchool buildingwith the aim of having innovative, sustainable, secure and inclusive institutions by 2026, also thanks to the projects funded by a group of “great architects“- among those Renzo Piano and Stefano Boeri – who asked the Ministry for advice.

But it will also affect the point of view formative: On the one hand the reform of the management and technical institutions and on the other hand we have to focus a lot on The technologies and how they should be used by Students. But that does not mean that it will be replaced Face-to-face teaching with the TV.

The Pnrr distributes more than 17 billion to schools: In addition to the first 5.2 billion, for which the call has already begun, what will be the areas of intervention and how much of these resources can really revolutionize the Italian school?

The plan envisages a total investment of 17.5 billion: 12.1 billion for infrastructure, with which new schools, playschools, canteens, gymnasiums and digital equipment will be built, and 5.4 billion for skills improvement, with a focus on the ‘Reducing Territorial Gaps, STEM Subjects and Languages, Digital Teaching. The aim is therefore not only to influence the buildings, to make them safer and more modern, as we are doing, for instance, with the construction of 195 new zero-impact schools, but also on the content, the expansion of education – and training opportunities for female students. , to reduce inequalities, from north to south, in large cities and in inland areas.

The construction of schools, canteens and gymnasiums raises many questions from the northern regions: Is there a danger of less participation in the South and that schools in the South will not be able to solve the existing school building problems?

The government has determined that at least 40% of the NRP’s resources are allocated to the South, and this of course also applies to our appeals, which in many cases provide for a higher percentage, equal to over 50%. We want to give the territories that have the greatest shortage of them full-time school canteens, educational services for children, gym classes, new and efficient schools. In the case of canteens and gymnasiums, data on learning difficulties and early exit for the allocation of resources are also included. The plan is a collective action and therefore the cooperation and action of all the actors involved will certainly be important, in our case especially the municipalities that have called for tenders, but the government wanted a certain number of Guarantee resources. Territories of the South. There is no possibility of growth and development for the whole country if we do not start from the south.

What is the period for the construction of these 195 schools? Do you believe that the PNRR in these interventions is sufficient to definitively solve the problem of overcrowded classes?

The goal is 2026, as well as for all the other infrastructures provided for in Education Pnrr. They will be innovative schools in the environment, sustainable in the materials used and in energy consumption, safe and inclusive. We asked a working group of great architects to help us imagine. They will prepare indications that will be the basis of design competition for new schools designed to host a new school idea. As far as classes are concerned, I would like to remind you that the last budget law provides for the possibility of selectively reducing derogations from the current ceilings in the composition of each class, in particular in institutions that are inhabited by more difficulties and in which the school exchange is. higher.

For the crèche, the deadline for joining the call has been moved: Why were the questions less than expected and can one think of a centralized intervention by the ministry to fill any gaps in the municipalities that did not participate?

In early December, we issued a tender, allocating a total of 2.4 billion for the construction and security of crèches, a very significant and historic investment for this segment. By the deadline, we had a positive response from many municipalities, but in total, the requests were about half the amount provided. We have decided to extend the deadline for asking for an answer even in those areas where the first opportunity could not be seized due to social or administrative situations. We must expand the supply of playschools here in the country, especially in the south or in the areas internally where there is more delay. In the meantime, we have also decided to strengthen the support action for the communities we have already started, with territorial meetings, a task force of experts provided by the Cohesion Agency, seminars and dedicated help desks. Soon we will see the results, and together we will decide which way we go. However, we hope to provide all the resources within the established time frame.

Can the PNRR also be an opportunity to make schools more digital and for the future to focus more on a truly integrated learning system between digital and face-to-face lessons?

I think that the school is above all a ‘presence’, which is why, even after returning from the holidays earlier this year, I fought against the desire of many to reopen schools and attendance. and students can return. the Classroom. The digital learning experienced during the pandemic was a “replacement” for presence, the only way for teachers to stay in touch with their students. Certainly we must not forget this experience, we must highlight the good practices that have been tested. Digital is an integral part of our children’s lives today and with Pnrr strong investments are planned to create innovative and connected learning environments, to improve laboratories and to focus on the development of fundamental digital skills now for female students, for the Works of the future. I think it will become increasingly important in the future for schools to be able to provide critical craft tools that help children use technologies without exposing them.

How does the NRP aim to strengthen the orientation of students and help them on the path of introduction to the world of work? From this point of view, is an organic reform of the higher institutions necessary?

The plan provides for six reforms of our school system, which have been completed by this year and we are working on implementing them. These include the reform of the guidance and technical education system, from ITS to the technical and vocational institutions, essential to accompany the increase in the educational offer for pupils and students and their choices for their future. ITS represent an education segment with great potential, but they are still too little known. The reform designs a national system without punishing the characteristics of proximity in relation to the territory and the specific productive substance. As far as technical and vocational schools are concerned, we must give them the same dignity in high school courses and enable them to comprehend the great transformation of the production system.

During these weeks, many Ukrainian children will be placed in Italian classes: is the Italian school ready to welcome them and what is being done to overcome language barriers?

The Italian school has a deep-rooted tradition of hospitality and inclusion and these days there is great evidence of generosity for which I am grateful to the school administrators, teachers and students. As a ministry, we have immediately shown a clear political will to welcome and support those fleeing the war, and we have provided € 1 million to help schools provide psychological support and the necessary language mediation. We hope to soon use European resources to support the action for schools and children.

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