Tempus per capita and education Dario Costantino
An old Yiddish proverb says, "If your son has the talent to be a baker, because you want me to do an engineer?". If many parents had the courage and the will to really listen to the wishes of their children, we would have fewer school drop-in classes and a more livable. Perhaps the schools (teachers and practitioners in education) should invest more time in listening to the real needs of students and territoriality.
In the beginning there was the infamous Act (Delegation) No 53, March 28, 2003. Then all parts are assembled to protest the Moratti reform, which is was exclusively based on the principle of rationalization of public expenditure, but, then, what about the Reformation (in reality a reorganization) Gelmini? What it does reflect is the use of the word reason, which made the narrow sense of making cuts at full blast, precisely in a sector that innovation and renewal, at this time, requires substantial funding. The school should be seen as an important driving force for the future development of our country, and it should be allocated sufficient resources not only to survive but also to improve and grow.
consider the condition and the problem of the number of pupils per class. The POF school - most of the time - talk about criteria training classes and maximum number of pupils per class (average 28 units). Well in most of the first classes of secondary schools are a number of pupils of 32 units or more. Just at the time of passage between the secondary school and first grade to second grade, the most difficult time of transition and adaptation, are the worst pedagogical framework to accommodate the students. We asked why and the answer is that the USP (for the record, ex-administrator, and former Administrative Services Center, Office of the Provincial School today) allows so many classes and even sometimes the parents themselves insists rebbero-in ' registration of their children in certain courses, rather than in others.
There can be no educator, or no-cal pedagogical principle that there can never think to withdraw from the class that has already failed overloa-ded ab ovo. Making simple accounts it is clear that "the time devoted to each teacher to the students - per capita - is low," just in a class and a key moment in the evolution of the pupils, which educational success in this educational context?
Given the narrow spaces in which they are located - in most cases - the classrooms (which have a sufficient air volume for all pupils, which is imposed by a precise law of the Italian State) discipline problems arise. Always returns to the vexed issue of school and now congenital, crumbling to "dramatically" as a student.
In a world more complicated is a more complex knows, kids need more attention, ill-paid teachers, teachers called upon to play multiple roles (the psychologist-expert of its disciplines, the designer of the bureaucrat, the priest at 'entertainer, etc..) workload unbearable. Result: "The teacher did boom" (the title is a cover Espresso some time ago). And rightly this professional culture, overwhelmed by novelty, opposed by circular and bureaucratic obligations pseudo-innovative, not socially recognized and not considered by families, is in a serious impasse.
The situation, however, remains worrying. Trade associations, trade unions and students who asked the Ministry of Viale Trastevere information about the future of large classes in the next school year (but it's so early as 2007/2008) response was that I am, although it has been some increase in units (according to data from the pre-enrollment high schools), nothing changes in the rules and criteria of class formation. For the next year remains substantially stable, the ratio of pupils-teachers-classes. Consequently, a spokesman Ministry suggests that when there are cases of overcrowding, taking account of pupils actually attending, at the beginning of the school year there will be a possible doubling of the number of classes and assignment of teachers needed. In principle, the Ministry is confident that in the next school year, new classes of high schools and vocational institutions (some actually in deficit for enrollment of pupils), stood at general values \u200b\u200bof recent years, ie a maximum of 25 pupils per classes, subject to limited exceptions found.
Habent libella her fairy!
The reality, however, is not so simple because the planning / forecast to actual reality the distance is considerable.
The legal mechanism that allows 'split' classes sovraf-crowd close temporal and procedural constraints. The current rules - the procedure is defined by ministerial decree on the determination of staff in February 2007, which refers to the Law 333/2001, as amended - provides that any duplications take place no later than July. The Ministry insisted that to avoid overcrowded classrooms could be postponed until the following September.
The norm, in fact, allows school administrators to increase the number of classes, but "only in case of mandatory requirements related actual increase in the number of pupils than expected, to be assessed in accordance with the legislation in force. " The changes, among other things, the character of an exceptional event and to be authorized must be "absolutely indispensable". This condition stimulates the persons in charge not to act, defer, wait, fall on the shoulders of teachers leaving the full weight of managing a class with a high number of pupils and often a student with a disability.
should be mentioned that the Ministerial Decree No 331/1998 recognize an exception to a maximum of 25 students per class only to the extent of 10% (in practice allowing the formation of classes of 28 pupils or, if only the initial class, including 29 pupils).
If the school is the panacea of \u200b\u200bthe problems of the rationalization of the workforce and cutting spending, not just as it is for educational issues. This year the Ministry of Education, to be closer to the parameters of the EU, has reduced the number of teachers and teaching staff, canceling classes and redistributing the number of pupils within those surroundings.
To this was added the time limit that the law pre-writes, saying that school leaders can make the splitting only by July 10 prior to the start of the school (so that the USP can be conferred by 30 July places available for aspiring to positions of deputizing an-manuals).
Meanwhile, during these months is undergoing a severe conflict between right-dacati, social partners and the Ministry on the staff of fact, while the dark of the heavy cuts to education / training and culture certainly does not spare the school.
The reduction of public spending in the school, to be implemented at all costs, but was affected by not always feasible transformation of full-time offer reduced (to 27 or 32 hours). It is an operation that, often, to satisfy the educational needs and fine-quality teaching and education has forced USP URS (Regional Education, ex-Superintendent) to restore classes and sections to cover no more than an education full time.
The application of the cuts will not be fully implemented, including increased teacher support, compared with leavened number of students with disabilities (more than 7000 units), confronts the limits objectively incompatible with the real needs of didactic- policy and the security parameters on the space in classrooms and schools (in general, under existing law). It is the theory of goldfish and the pool of water, that is, "if you put in a pool of water two goldfish, they live together, if they add four more are close, but survive, if they add another ten they should slaughter one another. "
to clog even more the situation, the decree of February 2007 on the formation of classes requires that "are not allowed sdop-devoutly institutions of new classes after the start of the school-stich." Who to believe? For providing a measure of adjustment through the usual round of action in granting exemption to ...?
Two possible scenarios, or in principle it will comply with the provisions of the Ministry and we will have the usual class of 28/32 students, or not be able to handle the emergency, if not wedge the classes up to 36 pupils each, leaving to the "usual professors" the hot potato of a class difficult to manage and educational outcomes already dicati injury.
At this point it is appropriate to ask why so many students in high schools and so few in technical and professional? Perhaps because the technical education in Italy is lagging and families no longer have confidence in it? National statistics stroke, mercilessly, It means a decline of enrollment in technical and vocational schools and a winning trend for applications to high schools, particularly in science and language addresses. It is a contradiction in terms of education, since its one of the anchors of the reform was the revival of technical education (necessary and essential link between education / training and business). But evidently not produced the desired results. A key indicator of a negative trend and bankruptcy: the Federmeccanica announced that the number of young graduates from technical schools can not meet the needs of businesses, as required below, not only in numbers but also in terms of skills, skills required, such as the young technicians trained in technical schools are not up to expectations and needs of national entrepreneurs. But the school-vrebbe do not train young people and prepare them for their entrance into society and the professional world?
But that's another story, although it has to do with "time" to educate and train and the "end well done."
Insights
-Canevaro A., D. Ianes, Diversabilità. Stories and dialogues in the European Year of People with Disabilities, Trento, Erickson, 2003.
-Giuliani A., "Technical schools still falling, unless registered with the reform", in The Technique of the school year LXII, No. 6, 20 November 2010.
-Molteni C., preventive Philosophy: the philosophical counseling for the prevention of burnout in teachers, Torino, ISFiPP, 2009.
, F. Pellegrino, burn-out syndrome, Torino, Centro Scientifico Editore, 2009, new ed.
-Scipioni E., The school and its laws: a compendium of laws reform of the Italian school from 1924 to date, Rome, Armando, 2010.
