structural and joint interventions are needed, not sometimes measures

The behavior of the Ministry of Education is very serious, which in the distribution of the first tranche of PNRR resources for the reduction of early school exchanges to 3,198 schools across the country has adopted distribution criteria that are at least questionable in point. Merit and method inspired, most likely, by a poorly concealed intention of union intermediation. In Puglia, 212 schools are identified (34% of the total) (68 in the province of Bari, 24 in Brindisi, 49 in Foggia, 36 in Lecce and 35 in Taranto) for an amount of € 43,131,439.89.

At the level of merit
We observe, first, that the result of this decision in Puglia excludes 66% of schools from funding. Certainly, the FLC CGIL considers the aim of contrasting dispersion and overcoming territorial gaps to be a priority, but to condemn the danger of using the results of the Invalsi tests as a criterion, namely d ‘Role that all school staff play with passion. and Engagement. The INVALSI tests over time have transformed their vocation from the administration of sample tests (sample evaluation) to the evaluation of the national school system to standardized tests of a prevalent census nature, which measure the individual competencies of pupils and students, female and certify. Pupils, and students, in the evaluation of individual schools and, indirectly, also of teachers, also neglect that the standardized nature of the measurement tool adopts conflicts with the infinite variety of cases that make the measured reality.

The confidence placed in standardized tests then reaches paroxysmal, if not pathological levels, when we consider that, on the direct suggestion of INVALSI, a very Italian type of early school exchange is defined as “implicit or” hidden “dispersion, with which they are identified students who “graduated from high school but without the required basic skills”, as stated on the INVALSI website, which in this way drives an invasion of the field for the evaluation of teachers of classroom didactic activity , Moreover, much more complex than a simple impromptu survey that has already produced significant damage in the distribution of the first tranche of PNRR resources to reduce “explicit” early school leaving

In terms of method

The question of disposition (Decree 170 of 24 June 2022) took place without the required union information: The FLC CGIL first requested the activation of an urgent meeting and, if there was no response, then with the legal warning continued. for information errors, so that the unions are called to just accept and review DM 170/22 and evaluate any changes and additions.

What is really needed against early school leaving

To combat dispersion and overcome territorial gaps, on the other hand, structural and not occasional interventions are needed to improve the national education system as a whole. Therefore, staff training, the ability to intervene in fewer class groups, staff stability, the provision of didactic learning environments and laboratory assistants for a pedagogy of inclusion and operation are indispensable.

The role of the region
At this time, it will be appropriate to intervene in the regional project “Puglia scuola +” in the pipeline for next school year to balance the situation by allocating regional resources (25 million euros in funding will be a priority for the Apulian provided schools of the I cycle, in fact excluded from the ministry provision.And not coincidentally, as FLC CGIL Puglia, we repeatedly asked Councilor Leo that the region take action to reach an agreement with the ministry so that the recognition of the service as a useful service for the recognition of the score to the teachers and ATA staff involved in the project activities carried out, as has happened in the past with the project “Rights in the school”.

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