The Ministry of Education has decided and, even taking into account the international deadline, on 22 April the Council of Ministers has approved and obtained the approval of a new modality for the recruitment and initial training of teachers.
The responsibility is great, due to the growing pressure and urgency to have an innovative method compared to the past: functional, fast, simplified from a bureaucratic point of view, which allows those who want to obtain the qualification independently. Role in the state, with an initial education that is current and in line with the countries with the most advanced school systems according to the international ranking.
The fact that this de sixth reform in twenty years highlights the complexity of the problem and, as in the past, has created constraints and vetoes on reforms that have only partially met the needs that are not only linked to the modernization and innovation of our education and training system, but also to social system. Necessities associated with urgency and the duty to stabilize the work of teachers, especially young people, so that they can plan their personal future.
Honestly, a first doubt arises: “real political will” to solve a long-standing problem that young graduates see today to qualify for eight years in the inability to qualify are only able to come to precarious work, or “economic necessity” to respond to the European demands that have put a reform of the recruitment process and the initial training of teachers among the unforgettable reforms and accelerate the realization of the Pnrr?
We will understand when the final text is approved by June. In the meantime, there is no shortage of the inevitable and traditional criticisms and controversies that are always accompanied by a reform proposal. The political world has complained that the presentation of the text in the Council of Ministers took place without the prior reading and reading of the ministers themselves. Sure, the tight deadlines associated with the need to meet the NRP deadline had an impact, but the lack of sharing put the unions at war, with reactions ranging from inadequate reform to reform that the school bring back forty years, until it is considered unacceptable, not only the content but also the method of rejecting, that is the choice for “a plan of this size” without proper confrontation, neither with the Chamber nor with the social partners, in contrast to the school pact signed last year, to be approved. which included a participatory way on these topics.
The hope is that these contrasts will recede through a peaceful confrontation, but that above all the end result is the approval of the reform that the country needs to bring our school system and the necessary modernization that can only begin. Teachers who are adequately trained and qualified to meet the professional and pedagogical challenges that our time demands and to which our students are entitled.
The two months of confrontation and parliamentary debate leading up to the final approval are of great importance and politicians are being asked to assume all their responsibilities in order to launch a text that is tailored to expectations and needs.
I personally think that the proposed text has a positive basic adaptation, which in the medium term will lead to improvements in the recruitment and qualification procedures and at the level of the initial teacher training.
Retouching and adjustments are required and so I substantially agree with what Carlo De Michele and his recent article. I think it is important that the presented text provides for two different stages for the acquisition of the teaching qualification and the participation in the competition for recruitment in the state, as this, when fully operational, will continue to provide an adequate number of teachers. in the labor market.qualified for the equal sector, which receives qualified teachers, and our young people, who can emerge from the precarious situation and make permanent contracts. Instead, the university-university synergy needs to be strengthened and consolidated during the preparation phase for the acquisition of the qualification, in order to strengthen the “practical preparation in the field” of the new teachers already at the moment of the qualification, so as not to post it only the year of the internship.
On the other hand, serious problems arise for our sector, because the equal school is once again forgotten. We are still invisible. The structure of the proposal is tailor-made for the public school system and is linked to the employment contracts provided for state staff. It can not be so! The new procedure must take into account all system requirements and, from the approval of the law 62/2000, must take into account that peer schools are a full part, and should also be with the same dignity of the only national education and training system.
When does the ministry decide to take this into account?
If, for example, in art. Section 4 provides for a derogation for teachers who, in the previous five years, “have had a service in the state educational institutes for at least three school years, even if not continuously”, because they do not have a similar derogation for those who have the Service done in private school?
The sector associations were moved immediately and with a Press release they urged the political world to also remember the equal schools that propose the necessary changes. For example, it is necessary for the transitional rules to consider a procedure that provides a solution for the 15,000 private school teachers who are waiting to qualify and thus stabilize their employment contract.
The political world, different exponents of different parties, seem to have understood the problem. We hope that changes and solutions will also come and that the “mantle of invisibility” will be removed from us, also for the future.
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