by Giancarlo Sacchi
Make sure that the teachers are really appreciated and that their arrival in the chair is a little easier. And then solve the problem of school precariousness. Manuela Ghizzoni, Member of the National Secretariat of the PD with responsibility for Schools and Universities, has very clear ideas and says them in an interview with Tuttoscuola.
The PNRR refers to the reforms that will be launched in the next two years, those of the basic training of teachers (childhood, primary, secondary). What interventions are planned and what is the position of the PD?
The education and research mission included in the PNRR envisages a reform to establish a ‘quality education system for school staff’: this new system will provide training and vocational updates that are already in the service of teachers. Notwithstanding the necessary coordination with contractual rules, the PD appreciates this intervention policy to support school staff who face new and ongoing challenges in the field of education and learning, also notes that the plan is currently limited. self-financing, with generous resources (800 million), only the improvement of digital skills. before they finally come into service, the proposal of the PNRR seems to be more confusing.I explain: In fact, the P long a reform of the procedures for the adjustment of the role, which entrusts the rehearsal year after the competition a strong training weight. If this model is coherent for primary school teachers who are trained and qualified in a five-year course, it seems very weak for the secondary, for whom – now the only European case – a path is not foreseen. the acquisition of basic professional skills for a job future face. On this aspect, the PD has made proposals: in the past with the FIT path, which was laid down by Legislative Decree 59 of 2017 and more recently in Legislative Decree 73/21, with its updated version and reduced duration. But we are, of course, open to any confrontation with other political forces and with the government sharing a proposal that draws from the strengths and shortcomings of the previous models. We therefore believe that: it should be a postgraduate training course that focuses on specialty vocational skills (through lectures, workshops, seminars …), linked to direct and indirect internship activities, in collaboration with university and school tutors; it must be based on a coherent and organic curriculum; it must last at least one year, but with a formative connection and reflective guidance on the experiences gained during the trial year; its planning and organization is the result of a close collaboration between school and university / AFAM; should have committed financial and human resources. The investment in initial teacher education is the most profitable investment! ”.
Training and recruitment are two different topics, including competitions and requests for amnesty. How to solve the problem of insecurity?
“The problem of insecurity is solved by taking actions that do not create further. It might seem tautological to say this, but it is not. In fact, it could be seen as a result of the experimental method … I try to explain myself, taking into account the common places, because the annual insecurity of the staff assigned to the derogation is enormous, to the support that in the current AS it reaches 66 thousand units compared to 106 thousand legal places.There is no doubt that for the functioning of the school a physiological percentage of substitute teachers is necessary to cover shorter or more absences, leave, expectations and the so-called de facto staff – this year out of just over 14 thousand still compared to 670 thousand law – this will enable schools to respond to the overarching needs of their educational offerings, instead we need to avoid that percentage saz becomes pathological. For decades, on the other hand, the state has been using the option of not filling all vacancies and vacancies even though they are available (it happened recently, from 2008 to 2013), so that the “pocket” of precarious Work nourishes. : it was not until Act 107/2015 that it was established that all posts were filled by employees. In the meantime, however, the avenues established for access to teaching with adequate qualifications have been abolished and competition has been abolished (also due to the pandemic) and so the precarious public has started to grow again. Therefore, in general, precariat is struggled through certain avenues to gain access to the role and is conducted on a regular and narrow basis. Before coming to this situation of “normality”, teachers who have gained experience as a substitute must be guaranteed a specific way to get the role, which will enhance their experienced professionalism and complete their education. In this regard, the PD presented its proposal in Legislative Decree 73 of last May, divided as follows: Evaluation of qualifications, service and the result of a selective test based on a simulated lesson generates a ranking; Candidates placed in a useful position will be sent to an academic training course to integrate the professional skills acquired during the years of service; after successful completion of the course, candidates will be put into the role from September 1, 2022. This proposal was adopted, with some amendments proposed by the government, but which did not distort its significance: we wait for it to start as soon as possible, for the deadline for entry and the role for the next School year they hold “.
How to start teaching because there are no guidance courses in this area?
“The courses for the initial training of secondary teachers do not exist, because Minister Bussetti decided to cancel them with the budget law for 2019: if this were not the case, we could now evaluate the training results of the FIT course … We prefer to go back to antiquity, with competitions with an activating value that is actually attributed to passing tests sometimes, barely measuring the candidate’s preparation in terms of knowledge and culture, discipline, educational sciences, learning methodologies, digital skills, of evaluation and self-assessment, of organization, of relational and orientation, of research and of reflexivity, that is to say of all the areas that teachers are confronted with on a daily basis in their professional practice. in response to the first question “.
How to attract young people to the teaching staff? Is it primarily an economic and professional problem?
“Both aspects depend on the ‘conscious’ choice to start a school career. Remember that Italian teachers are paid the least and with low wage progression compared to countries like Germany, France and Spain, while at national level graduates working in the ministry have a salary of 4 thousand euros per year higher than those of the teachers. This is not exactly encouraging data! And so the Democratic Party has worked hard in the debate on the last budget law – to get a result that is not self-evident – to raise the fund for the increase in teaching professionalism. Then the uncertainty adds up to the way to get a permanent job: regular competitions, exceptional competitions, spin-off competitions, requests for the acquisition of additional training credits for some competitions and not for others, unique procedures arising from certain Rankings increase, but depending on the access requirements change depending on the type of place … The system presents a baroque stratification of procedures, which however we lose the sense of the choices that are made over time to meet urgent needs and to respond to legitimate requests. A united effort of political forces to define a clear and lasting path is no longer rejected: I hope that this effort will come true in the investigation of recruitment reform and initial training. “
Under the intervention of the University Ministry, the reform of the courses to promote a more interdisciplinary perspective, a fundamental demand for teachers dealing with a complex knowledge and society?
“This is an interesting and useful reform, both for the university education strictly understood, as well as for that of aspiring teachers. I fear, however, that the times for relapse into the second area may be a bit long …”.
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