Draghi and Bianchi relaunch the “three I’s” to the school

Those who under the Berlusconian governments had opposed the “three in” (business, English, IT) to the school that the Italian strongholds wanted would not have imagined that years later it would be a minister for the PD to impose them by decree.

In fact, the fact must surprise less than it seems, as the projects concerning the corporatization and privatization of the PD school are not very different from those of the right wing.

Thus, in a decree on some rules for the use of PNRR, the Draghi-Bianchi couple has inserted rules that disrupt the recruitment and training of teachers, up to at least partially redesign their professional profile.

Perhaps this is not a coincidence, because as we have written several times and analyzed the chapters on PNRR’s school, these contain many initiatives to facilitate the teaching of the school to individuals and its change in a business direction.

This decree, published in the Official Gazette on 1 May, is combined with the publication of the hypothesis of a political law on the renewal of the education and research sector for 2019-2021. These dates, which have now passed, should not come as a surprise as the “jump of the contract” is common in the school and it is normal for the CCNL to be signed already expired.

With regard to the first “i” – the company – the corporate turning point imposed by Bianchi is clear in the general approach to the decree, which is expected to be an authoritarian turn of teachers’ initial and continuing education and a stratification of roles and duties that aims to introduce real “business objectives”.

The basic education will take place at the university, where those who want to teach must follow a certain path to achieve the qualifying degree, with which they can gain access to the selective competition, the probationary year and the long-awaited entry into the role.

However, this path will not be for everyone since access to qualifying degrees will be limited by the Ministry on the basis of regional needs.

This, on the other hand, will not guarantee the job, as after the qualifying degree you will still have to face a competition whose “selectivity” will be guaranteed. Universities will be able to make use of (private?) Institutes and centers (private?) For courses in connection with the acquisition of merit, also for continuing education.

For those already in service, Higher Education School is born, cared for by PNRR, run by a president appointed by the minister and in fact led by INDIRE and INVALSI, well-known carriage that runs useless and stupid. test and that wastes a lot of money.

We remind you that the INVALSI tests cost over 7,000,000 euros each year and the Court of Auditors has already disputed this expense and also the fact that the institute uses external experts, mainly selected from teachers, to formulate the tests pensioners and not internal staff .

This higher education school, which may also have a private sector leader as director, will arrange courses at least three-year teacher training courses with optional attendance (but compulsory for new employees) f outside working hourswith annual and final exams.

For those who successfully complete such courses there may be a surcharge one time amount. Be aware, that can be does not mean that there will be. In fact, this remuneration will only be paid “within the limits of available resources” to those who have best passed the final exams, but above all will have achieved performance indicators rejected by the individual institutions according to the PTOF.

So not for everyone, but only for those who have achieved the highest scores and high performances (if the species is not yet known but definitely linked to the INVALSI criteria). Among other things, the evaluation will be left to the schools’ internal committees with obvious consequences of possible extortion and bullying on the part of the leaders.

For the accessory fee, therefore, stand in line with the hat in hand and you will see if you deserve it. If this is not pure corporateism …

Among other things, in this way, continuing education courses are established, which look very convincing and guiding, and which will provide little space for research and personal enrichment, if not functional in relation to what the institution demands.

Even more scandalous is the source from which the funds for this reward will come, that is, from the cut of 9,600 professorships, through the failure to replace teachers who retire. Therefore, removed any illusion that the expected decrease in the number of students could give rise to a consequent even minimal reduction in the number of students per.

With regard to the topics that will be suggested in these courses, it definitely seems to reject the idea that teachers can deepen cultural and methodological aspects inherent in their teaching subjects.

This is obviously because the school in the Draghi-Bianchi version has no interest in developing knowledge, but only in skills that can be used in the world of work and in transforming students into “human capital” for companies..

For this reason, great emphasis is placed on the other two “i”, namely “linguistic” training, incidentally understood as the study of alone English language, the only thing that the ministry now attaches importance to, even mumbles it badly in its documents and information technology. True innovation fetish in Bianchi reading, digital competence is assumed to measure the “novelty” of teaching methods.

Always “language and digital skills“Is at the heart of the hypothesis of the address for the renewal of the contract. As for the digital, the reference to the possibility of regulating teachers’ teleworking seems disturbing.

In fact, it is planned to institutionalize this form of teaching, which in reality would only make sense in the event of a pandemic resurgence, which would lead to a new suspension of face-to-face teaching. We wonder on what occasions the ministry intends to reuse distance learning.

According to the ministry, digital education will be subject to collective agreement, and will take place during working hours. But beware again of cheating. Yes, “to avoid staff replacement costs“Training hours recognized as working hours”they must be used outside the teaching hours through a flexibility in the compulsory teaching time“.

We wonder what all this means considering that teachers’ working hours are, in fact, largely dedicated to lessons. We fear another scam behind the strange wording of the “flexibility” of teaching hours.

Moreover, the reference to avoid “burdens” for the state, that is, not to spend money, is present in various points in the draft guidelines for the contract. For example, it is said that the instrumental functions, ie the class coordinators, the department, the PTOF, the supervisor of the newcomers in the role, are “irreplaceable for the school’s autonomy and innovation“And therefore must be appreciated; but these features”they may not result in exemption from tuition and additional fees“.

In short, a fragmented ministry that would like to stratify and hierarchize the category of teachers, but for free. In addition, the reduction in funding for education (as well as health) over the next few years has already caused a scandal that will lead to us becoming the European country that invests the least in education.

In light of the situation, there is also little to be expected in terms of pay when renewing the contract. On the contrary, It is the ministry’s intention to replace wage increases with alleged welfare benefits, such as support for parenting, health care and sustainable mobility.

As far as healthcare is concerned, all of this is in line with the dismantling of public health that has been going on for years and the choice to devote resources to fattening the private healthcare system. But it is also an ideological shame for a public administration to redirect its employees to private ones.

Given the speculative costs of private health care, we also ask ourselves what will be the services offered by a contract whose financing would be ridiculous.

As usual, there is no shortage of ideas and demagogic statements, even in the decree reforming the recruitment of teaching staff. In fact, we’re talking about “build a quality school based on the principles of inclusion and equality“.

Unfortunately, it is well known that a school structured as a company and managed on the basis of performance is in itself competitive and discriminatory.

The government’s real intentions are also set out in the draghesco program “FUTURA: the school for tomorrow’s Italy“, which speaks of”new ways of orienting oneself“and off”training exchange for orientation“(New period for the disputed school-work exchange) with the intention of”to put in synergy the education system, the university system and working life“.

All this is linked to a programmatic document prepared by the Conference of the Regions and addressed to Minister Bianchi, which states that the latter will undertake to provide the Ministry with forecasts of “business needs” to “guide young people to choose the most suitable educational path“.

This represents a tombstone of an orientation that wants to promote professional attitudes and desires in young people, to flatten their perspectives on the needs of employers. In short, be content with what is there.

A policy line that is fully in line with the declarations that the EU has been making for years and that it is useless for anyone to reach the highest level of knowledge and education, as only a few will be able to access rewarding jobs in the sectors the new economy.

A logic reminiscent of the principle of the novel’s first Starnone Former Cathedral:Professor, we do not write poetry … we train accountants“.”

Unfortunately, this tendency for such an orientation has already emerged. As documented by Rossella Latempa, on the website www.roars.it, The school office in Liguria has already started “orientation programs” aimed at even primary schools, where 12-year-olds are asked questions about whether they love “work in all weather conditions“,”work on stairs or off the ground“,”execute orders“,”work in unclean places“(Unfortunately not widespread aspiration) or”handle money”(A little more popular, but if it’s your own).

To carry out these tests in the name of digitization, a specific program has also been created, called SURPRISE, which establishes the professional profile that matches the answers: babysitter, farmer, lifeguard, policeman.

In practice, a good example of how we from an early childhood want to frustrate students’ hopes and desires, and lead them to the misery of reality with more or less insecure, underpaid and at least low-profile jobs.

Of course, there will be opportunities for training of the ruling class, perhaps through the participation of private institutes or specific university masters (preferably in English).

This is the bleak reality that Draghi and the Bianchi school offer us.

We just have to hope that the next contract renewal can be the occasion for a discussion among the school staff who will blow up these projects. Better if it is combined with the mobilization of students, who already this year marked important moments precisely in the issue of the alternation between school and work, even after the death of two students during these activities.

In any case, students no longer seem willing to suffer under the imposition of those who plan for them a future marked by exploitation, insecurity, and frustration.


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