In his speech at the presentation of data from Invalsi survey 2022held in Rome on 6 July, Minister Bianchi stated the return to school in person, after the long season with father or Ddi, as the decisive factor for “the recovery phase “in his opinion reported by the inquiry, and which according to the Minister” has allowed to contain the decline in skills of female students and studentsSecond, Bianchi emphasized the “north-south divide, between center and periphery”, which can be bridged through the actions of the NRP.
In this presentation, special emphasis was placed on the implicit spread, failure to achieve minimum skills in all four study areas (Italian, mathematics, English separated in reading And listens), such as configuring an unfavorable situation identical to that which would have arisen if the “fragile” student (a recurring term in the institution’s summary presentation of data) had not completed the training cycle.
Again in the same analysis, it is highlighted that the average returns, in the comparison between 2019 and 2022, are still characterized by deep differences linked to the family background; for 13th grade (last year in high school) “the implicit spread is more than double for students coming from disadvantaged families and almost fourfold for students whose background data are not available ”. The comparison between 2019 and 2022 is dramatically relentless: who has an Ecss (Economic, social and cultural status – indicator of socio-economic-cultural status) above average it goes from 3% to 5.6%, those with an Escs below the average from 8% to 12%, and for those for whom Escs can not be traced, the jump is from 12% to 19.8%. If it was the percentage of students with insufficient final averages in third and then fifth, it would be stated in the class council document that “the class had a difficult road with unsatisfactory results”, and among colleagues at Caccamo someone would close the board meeting exactly as the comedian does at the end of each of his videos (“what a class …”), while another would end with a pacifying “all the fault of Dad / Ddi”.
The chairman of Invalsi commented in this regard that the overall trends were observed Does not is the result of the two-year pandemic, as repeated in the official statement (cit. “the trends highlighted through the 2022 tests have their roots very far in time, often from the early 2000s”), but they are persistent, one could say “Structural” to the structure of the Italian school: A small act of intellectual honesty, as well as the defense against attacks related to the “uselessness” of the study itself, which can not take a stand on school policies, and which passes the word to politics.
The policy for now has been respected for the choice to reopen and keep the schools open, ignoring the department’s comments and establishing a cause and effect (not proven) between returning to teaching and “holding” the system. He proposed Pnrr salvatutto, where one of the prevailing criteria in the allocation of resources relates precisely to the “implicit spread”: the higher the implicit spread (the delay in learning), the greater resources are allocated in Decree 170 of June 2022. the first rate is 500 million euros for a total school Pnrr, which is the third most important intervention (as resources allocated) by Pnrr. There is talk of 195 new schools to be built, reorganization of the school in connection with the birth rate and reduction of chicken farm classes, reform of technical and vocational education, ITS reform (which became Its Academy on July 12, one of the few forms of post-secondary education that guarantees 80% employability), higher education and much more, in the logic of both quantitative and qualitative actions.
In this regard, Francesco Sinopoli, Secretary General of the Flc-Cgil, challenged both the activity of “measuring” the skills of students in Invalsi (which would only be the privilege of teachers) and “the same idea that a delay in learning can be compared to real proliferation. “, that is, with the actual dropout rate of the school, as this equation” has already done great damage in the allocation of NRP resources “. The publication of the list of schools to which the resources have been allocated triggered protests as the award criteria would not be shared and not shared. It is certainly not clear why the total exclusion from the NRP of primary school (even in the light of the Invalsi study, which indicates that the regional and family background differences in learning also exist in primary school and then continue to increase) and of Cpia, these simply because the Invalsi tests are not performed there.
However, the controversy has focused on why the funds went to some schools while others did not receive them, and the criterion of implicit proliferation proved to be fundamental.
When the division and the regional level had been determined, with 40% of the funds guaranteed to the South, to allocate the 500 million euros to individual schools, Decree 170 of 30 June 2022 was based on the implicit dispersion index for Italian and mathematics “At least equal to or greater than 8% of the total number of students, consistently and in accordance with objective e landmark of Pnrr, in relation to the number of students actually participating “.
English has disappeared from the implicit school dropout index reading And listens. The small improvement noted for 2022 quickly convinced Minister Bianchi to forget the English language, apparently a skill that is today considered unnecessary to deliver students in a fragile situation. We also add that the study is distorted by a mixed measurement B1 and B2 in class 13 (which should only include tests at level B2, as it is the minimum drop-out level for all school orders), and then things are not only they are not good in English , but they are even worse than the Invalsi data tells us.
In addition to obvious considerations related to the vital need to know at least the English language in order to really use it, and certainly not from today, the choice to allocate funds with a planning logic, namely the creation of ad hoc projects (which is certainly more easily responsible than the work of the teacher of Italian and mathematics, faster to organize than a complex synergistic action on the territory) aimed at the implicit spread. Are we sure that teaching can only be improved through projects? Is there not a risk of having a relapse in the form of results that are not durable because they are not structural?
If the team of experts from the same Minister Bianchi wrote a letter of protest condemning the lack in the decree of an education alliance with broad agreement on each school district, something very different from the allocation of resources to schools for projects, and the presence of very few criteria (it infamous implicit dispersion indices) compared to those developed by the working group, there is certainly something that can be improved for the subsequent tranches of NRP.
In the meantime, he who has had has had. Those who have not had it can hope for a future revision of the criteria for allocating remaining funds, although part of the student population, the only real recipients of any school policy, will certainly be excluded; private schools at all levels and levels.
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