The full-day strike on 30 May, convened by FlcCgil-Cisl-Uil-Snals-Gilda against Legislative Decree 36 of 30 April on teacher recruitment and trainingaims – among other things – to support alternatively the desire for large investments in the more strategic aspects of the education system, such as. contract renewal and staff stabilization.
The occurrence of this maneuver in the school world appears particularly troublesome in its marked decision-making centralism. First of all, the choice of the decree’s method of reorganizing many delicate and complex aspects in a top-down way is striking and worrying. But it is even more impressive that the decree leaves the political class indifferent, even the parliamentarians who are closest to the education issues, who even in recent weeks have been called to analyze and review the text published in the Official Gazette on April 30 last year: it seems that at a recently convened meeting of Bianchi with the majority parties, the group leaders of the Senate Cultural Commission did not even show up! The lack of involvement that stems from this simple episode disappoints and embitteres those who work with dedication in the school, who believe that it is the most important institution in our society, but also for his and the country’s future.
Although one of the reasons for the use of the emergency decree lies in the delay that Italy has so far accumulated in some reforms requested by the EU. the use of funds from the NRPthe content of the decree would have deserved adequate reflections and comparisons with the various topics of the school world, or at least a clarification of the official reasons for making everyone understand the design and implicit goals of such a reform.
In the absence of a general and clear explanation from the ministry, the school’s subject experiences the operation as an injunction that once again perceives itself as “the last wheel of the carriage”, only called for great sacrifices and adjustments, no different from those dictated in the last two years during the pandemic and from new rules (eg civic education) to be used with insufficient time and resources. The release of Dl leaves dissatisfied even the best forces in the school, who once again experience that they are not really represented and listened to, often in the name of needs and priorities considered higher than the experience lived among benches and critical and systematic. reflection on it. It is obvious that school is not a priority in Belpaes’ policy, contrary to what is observed in public opinion, where we instead start talking and writing about it more than before.
In addition, the school is often treated as a simple branch of public administration, which e.g. revealed by the methods of conducting the latest state competitions for the high school, established by Minister Brunetta. Own the failure of the latest bankruptcy model it is a clear example of how schools, and teachers in particular, cannot be treated as mere public servants who must be mechanically selected in terms of recruitment methods and criteria.
The study of the content of Dl would be long and in any case not exhaustive, therefore I will focus only on some crucial content.
i) With regard to the new recruitment system, no university is currently able to manage the new educational activities planned to achieve the 60 points that will serve as a prerequisite for aspiring teachers, and we know how many Italian universities that are already struggling to manage the current paths of specialization in didactic support. Will it only be possible to settle everything through the additional decree planned for the month of July? And even if the new system were to find an acceptable organization, are the universities to which the burden of training new teachers reserved really the most suitable subjects? Should it not instead be recognized that teachers who enter the classroom every day and have over time learned to “educate themselves by teaching” actually have greater preconditions for possessing the range of skills and abilities necessary to educate younger colleagues?
ii) With the new system, the entry time to the school, for aspiring teachers, is further extended: some have calculated that in order to become permanent teachers, including education, acquisition of the required 60 points, perform internship (unpaid), state competition and probationary year will take at least 9 years! Already there are few young people who want to approach the precious teaching profession, such a long process will certainly scare someone … not to mention that even in southern Italy, where the ranking of access to education has historically been clogged for long decades, already in recent years it has begun to struggle to find substitute teachers.
(iii) With regard to the “incentive” in-service training of permanent teachers, the decree repeatedly addresses sensitive issues relating to contractual matters which are based on the national collective agreement (which is renewed despite 9 years). from the deadline, in previous months the dialogue was virtually non-existent). What consequences can be expected from workers and trade unions after such a risky maneuver that interferes with working hours and the compulsory (but unpaid) training without the prospect of concreteness in relation to the long-awaited contract renewal?
iv) The establishment of “College for Education”, which is responsible for managing both the basic training and the in-service training of permanent teachers, is configured as a strictly centralized body for both the content and organization of the courses and appears much more restrictive than the provisions of Act 107/2015, which quite rightly had introduced the obligation of continuing education, but still left ample room for autonomy to individuals and territories. Who can use such a rigid and directional form of training? All the more so to fund this new state “wagon”, following an initial use of NRP funds (until 2026), the resources currently allocated to the annual teacher card, introduced by the Renzi government with the aim of encouraging personal initiative on the part of teachers in digital innovation and education. What was hitherto, at least in part, configured as a financial support for the freedom of education through the cost of education will eventually be destined for a single education, which is decided centrally by the “Higher School”!
And even more serious, in my opinion, is the professional associations that have been involved in training publicly for decades with competence, dedication and passion. On the other hand, there are no better identified “cultural bodies” as long as they represent the countries whose languages are included in the Italian school curriculum.
In addition, in order to increase the attractiveness of participation in the aforementioned teacher training courses, those who pass the final exams (for a maximum percentage of 40% of the participants) are expected to pay one time amount, whose expenditure will be supported by the “rationalization” (!) of the staff by starting from the school year 2026/27, with particular regard to the contingent intended for the strengthening staff: in the following 5 school years, approx. 10 thousand professorships are “rationalized” (read “zero”). This “dismantling” operation of Act No. 107/2015 has many crucial consequences. First of all, the reward is subject to significant competition between colleagues, while those who teach know how fundamental the spirit of cooperation and building a common good is, which is first and foremost reflected in the versatile growth of the students entrusted. secondly .. we find ourselves displaced because the most coveted reform of teachers in educational terms for decades is the “simple” reduction in the number of students per. class, especially in the presence of “special” or foreign students who actually require personalization instruction incompatible. with a higher number of 18-20 children per. class: The reduction in the number of teachers nationwide is relentlessly pushing for the first time this heartfelt request that our politicians once again do not know or do not want to grasp.
What still needs to happen to achieve a school reform that is based on the real needs and more widely shared by the school universe, which also represents – in fact – the forge and the potential wealth and greatness of the country’s future society?
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