SCHOOL & WORK / The measures to improve the good reform of ITS

With the vote in the Chamber, the approval process of law establishment of the tertiary system of higher technological education. This is only the first step because many implementing legislative decrees need to be approved, which will regulate fundamental aspects of the success of the reform.

The CISL has repeatedly expressed itself to the parliamentary commissions, expressing on the one hand its appreciation of the definition of a discipline of primary rank, which makes ITS a genuine national system for the professionalisation of higher education, but on the other hand confirms , how we missed the opportunity for a real reform that, as requested by the PNRR, could expand the audience of boys and girls who could enroll in higher technical institutes renamed the Higher Technological Institutes (Its Academy). There was no courage in shortening the supply chain by ensuring that even four-year IEFP graduates, without being forced into an extra year, not established in all regions and not regularly scheduled, can have direct access to ITS. This would have been a real reform that would have opened the doors for many students.

We had asked, but not accepted, to provide control rooms at national and regional level with the participation of the social partners with tasks of coordinating, monitoring and evaluating the programming of the training offer both quantitatively and qualitatively. This is to link the existence of ITS and the definition of the relative paths to the country’s development policies and to precise economic and industrial policy choices shared between the social partners, which can instead be consulted at most by a national committee composed of 12 ministries and ITS, who can participate, but without the right to vote.

The law does not yet clarify how the 1.5 billion allocated by the NRP will be used, nor by what action or provision their use will be decided. We cannot risk the resources being used to increase the number of funds without paying particular attention to the territorial rebalancing of the non-academic higher education offer, which, as it is the responsibility of the Regions, if not adequately guided, stimulated and supported, risks to fail. objective. For this reason, it is important to immediately start the discussion with the social partners on the implementation decrees, based on what is to define the technological areas.

There are also divisible innovations such as having raised the percentage of internships and internships from 30% to 35% or having predicted that 60% (no longer 50%) of teachers should come from business. Even the provision of a tax deduction for companies investing in ITS of 30%, which rises to 60% in provinces with higher unemployment, is a tool that can stimulate companies to invest in training young people in their field, but no resources can be drawn from the fund for enrichment and expansion of the educational offer and compensatory efforts. It is striking to want to invest these resources in the right to study and study housing, but the resources must be additional.

Another notable point is, as long requested by CISL, to have invested in guidance, one of the biggest problems in this education chain, which is poorly known by families and young people and has emphasized the need for a rebalancing of genesand it attracts girls to these paths, guaranteeing work for 80% of the graduates.

We therefore call for swift action to allow the funds to adapt to the new criteria to meet the bureaucratic burdens and the regions to effectively plan the three-year training offer by enabling a strong dialogue with the social partners in the areas, thus recovering, what was missing nationally.

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