The lesson required by the Italian school. Writes Mastrapasqua

We must remind everyone that the focus of the school is not on the staff, but on the children (and therefore on their families), with the legitimate aspiration to get the best out of the institution they are in during the crucial years of their schooling. Accompany formation. Dem Antonio Mastrapasqua seng Analyze

Whether it is rankings drawn up by the OECD, the European Commission, or by private research institutes such as the English Economist Intelligence Unit, Italy is always on the lookout for average quality school preparation. At the top are the countries of Northern Europe, especially the Baltic ones. Perhaps the low population density will be affected, but everyone agrees that a distinguishing factor of good performance in northern latitudes is teaching staff.

First of all, the selection of teachers – in Finland, Estonia, Denmark, to give a few examples – is very strict: to learn, in any school order, one must have a diploma, but also excellent points in high school and pass some Tester. In general, only about 10% of aspirant teachers are employed, which means that the preparation of teachers is very high and their social status is high; As a result, wages are of course also above the European average. But the salary component is according to the required performance.

So why tear up clothes when the government wants to speed up the path of teacher performance? With the opinion of the Council of Ministers for the inclusion of the teacher recruitment reform and the decree Pnrr 2, already adopted on 13 April, new and more rigorous paths should be defined. A university course of initial training with at least 60 credits, with a final qualification test, which can also be completed during the three-year and master courses or the single-cycle master, then a national public competition, which takes place at a regional is held. or interregional basis in a trial period of one year. The recruitment of teachers should therefore change, according to the project reviewed by the Council of Ministers, which will be published in the State Gazette in the coming days. The competition will also be open to temporary workers who have served at least 3 school years in the last 5 years in state educational institutes, even if not continuously. The final exam contains a simulated lesson to test the learning skills in addition to the knowledge of the disciplinary content.

When about ten days ago the Minister Patrizio Bianchi he had prescribed the guidelines to the union delegations, all representatives of the teachers had ripped off their clothes as if the government decree was a betrayal. One can argue about the habit, according to law, not only of this government, but for at least ten years now. But there is a reason for urgency, associated with the PNRR scheme in this case. The reform, as envisaged in the NRP, must reach its goal by June. The competitions, according to what is read in the document, are held on an annual basis. The goal is to reach 70 thousand new entries in the role by 2024.

Consultation, sometimes mythologised, is often bad advice when it comes to implementing reform schemes aimed at changing pace in a country that, as in the case of the quality of teaching staff, continues to record negative achievements . Jorelaang.

Teachers who participate profitably in the mid-term tests, training courses, and permanent refresher courses selected and certified by the Higher Education School will have more money in their pay. What’s wrong with that? Negotiations must intervene in a scheme designed in relation to the institutional objectives pursued.

Of course, the school’s quality of investment is affected: teachers’ salaries, but not only. It covers spending on technological equipment and on current infrastructure. According to the Education Monitor, the latest report on the state of education in the Member States published by the European Commission, the European average in terms of the percentage of public expenditure on education was 9.9%. However, the differences between the Member States are substantial. Countries that have provided the most funding for schools are: Estonia (15.8%), Latvia (15.1%), Malta (14.2%), Sweden (13.8%) and Lithuania (13.4%). %). Laaggarden, however, are Italy, which spends only 8.2% of public spending on education, Greece (8.3%) and Romania (9.1%).

On the other hand, when investments are analyzed in relation to the GDP of each country, the percentages change but the ranking remains almost unchanged. In this case, the European average is 4.6%, while the countries that have invested the most are Sweden (6.9%), Denmark (6.4%) and Estonia (6.2%). Those who have invested the least are, on the other hand, Romania and Ireland (3.2%), Bulgaria (3.5%) and Italy (4%).

Arguments that were not raised by the teachers’ unions. We must remind everyone that the center of the school is not the staff – teachers or non-teachers – but the children (and therefore their families) with the legitimate aspiration to get the best out of the institution they are in the crucial year of their formation.

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