If you read the election programs, you will see that the theme of the school is present almost everywhere. However, it is not a priority. Even the need to question its effectiveness in education does not seem to be.
All parties confirm the need to quickly use the substantial resources of the NRP, which, as far as schools are concerned, have a double objective: to measure and monitor territorial gaps, also through the generalization of the Pisa / Invalsi tests and devise a strategy to counter. structural early school exchange.
If these are the common aspects between the parties, there are many differences.
As for the center-left, the Democratic Party puts the adjustment of teachers’ salaries at the center of his project; the reform of the cycles in compulsory and free kindergarten; continuous training of teachers; more support teachers; didactic innovations and orientation to core disciplines (science, technology, engineering, mathematics); Investments in school buildings; fight against early school leaving; Contrasted with territorial gaps and widespread evaluation.
In the center-left coalition, Italian left it differs mainly because it attacks the PNRR, which would fill “deserving” schools with money and unnecessary tutoring hours for schools in greater difficulty, while accusing the Invalsi evaluation system of being quantitative and selective.
+ Europe, on the contrary, it promotes the Invalsi tests by even “proposing a system of incentives and disincentives for teachers according to the best results in terms of student preparation, as measured by the Invalsi tests”.
There are therefore differences in the handling of schools in the Left coalition.
Despite the choice to present a unified program, the differences are also significant between the proposals of the main parties of the center-right.
Brothers of Italy it says some priority areas of intervention such as: contrast early school leaving; Update of school programs; Improvement of the technical institutes and the establishment of the high school of Made in Italy; interventions on school buildings; Protection of the equal school also through the introduction of a school voucher; Contrary to precariousness and didactic discontinuity; continuous update for teachers. There is no mention of evaluation in the program, and in the various interventions of the party representatives even the abolition of the standardized national surveys was suggested in order to increase the salaries of the school staff.
The program of the League it differs in the proposals of: adjusting the salaries of teachers, reforming the cycles, adopting a long school period, to support the number of teachers; strengthen the alternation of school-work, abolish distance learning, check knowledge/competence levels through the Invalsi tests.
Come to Italy proposed full-time in schools of all levels, state or equal, the reform of fees for kindergartens; the freedom of choice of families through the school voucher; the institution of the figure of the school psychologist; the introduction of digital teaching. The importance of evaluation is not emphasized.
Autonomy and educational equality, together with an adjustment of teachers’ salaries differentiated according to merit, are at the center of the program of We moderates.
Moving to the third pole, the program of Action / Italia Viva presents as main points: the increase of the school obligation to 18 years and full time for each school year; increasing professionalism and creating a teaching career; reducing the maximum number of students per class; the redefinition of vocational training; enhanced support for students with special educational needs; the renovation of all school buildings in ten years; Freedom of educational choice. In particular, the action program is the only one that explicitly refers to the need for an evaluation system as a tool to identify the areas in which it is necessary to improve the school and to give precise indications, starting from the recognition of the school . Role of standardized tests. .
What is the program of the 5 star movement, the main points of which are: adjustment of teachers’ salaries to European levels; Reform of the educational cycles with the introduction of the “School of trades”; Providing a greater number of psychologists and educators; no emphasis on evaluation.
If we want to summarize, not from the divisible principle statements, there is a generalized difficulty to show organic concepts of the school that come from ideal visions. For this reason, the proposals seem little more than a list. Proof of this is the almost total absence of consideration of teaching methods, which are the real content of the school.
If the goals of the educational institutions are not discussed, if the tools to implement them are not evaluated, the problem of the problems of the Italian school is not treated: the increase in the difficulty of the interests of the children differ in the enthusiasm to learn, which is one of the origins of the terrible number of 543,000 annual abandonments.
Not only that, but also the level of competence that is achieved, when it is true that, as a survey by Save the Children shows, over 50% of students who go to the first year of high school cannot understand a simple written text, ie does not have sufficient skills in basic skills such as reading and writing.
Uncertainty or lack of attention to evaluation is a consequence of this, because if the object of teaching and learning is not clear, one does not even know what the quality of the teacher is.
On the other hand, the inspiration of the Italian school dates back to the Gentile Reformation. Simply put, his system was never updated with respect to all the changes that took place in a century.
Having said all this, there is also concern about the real ability to use the funds of the NRP to overcome situations of abandonment and inequality. We hope that something good will happen in the post-election miracle.
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