makes available the text of a work of sociology that I did. About school in Italy. I state that is absolutely a very partial view of the situation ... But I think it's interesting to share the evaluations that I had to do.
"The money for education, 4.8% of GDP, against 6.1% of the OECD average of 15 years and our students are among the least prepared 's Europe ".
This is just one aspect of the conditions prevailing in the Italian school. Yet it is significant, because the scarcity of economic resources that are devoted to education can not but be somehow linked to the quality thereof. I try to do some possible connections.
First, confirming the close relationship that has arisen in the political sphere between school reform and financial management, we can cite the recent laws passed about the current legislation: the law 133/2008, 169/2008, the and Bill No. 108 of 10 November 2008. From these laws we can clearly see that the school reforms were structurally associated with the three-year financial statement. Even the last law, which is still question was given by the Minister of Education together with the Minister of Finance.
The fact of the educational reforms associated with the finance laws is a mirror rather than clear the attitude of administration towards public schools, which tend to grow in the features and characteristics of real state companies (thanks to the meritocratic standards included wide-ranging in all levels of education). This is because the universities, colleges and comprehensive schools are required to meet target spend and number of registrations ever more competitive in order to receive state funds or even just to survive.
The school leaders are taking on the role of manager rather than a classic "principal", linked more to the economic role of the school than to education and this also applies to corporate bodies within the school . The schools, especially universities, are often forced to increase tuition fees, or contact the sponsors, so it ties in cultural activities that directly affect them. These are some facts, though very partial, allowing us to observe how in the world's attention to education in general has been catalysed by economic issue, to the detriment of education.
Added to this are the current stagnation of new jobs among teachers and the reduction of support teachers because of the cuts and the lack of resources. The scope of the study (vital for the planning of a country) is by far the most penalized.
cuts to the school are motivated by the fight against waste, meritocracy and competitiveness. The data from which we started, however, tells us that these cuts are made on a fact already poorer than other European nations in addition to this and given that "our students for 15 years are among the least prepared in Europe ", adds the experience to tell us that the school is along a dangerous and antieducativa drift "best companies".
The big challenge appears instead as courage to invest resources on education and primary education as well, to promote a major cultural change in mentality and in the relationship between citizens, employees and educational institution and to give priority to the educational horizon (and thus the person) in the objectives that the school, specifically in schools are set by the Government.
E 'matured fundamental requisite knowledge is between citizens within the political circles, that means laws and the institutional approach are given specific input signal and in public life, in this case the life of the school in Italy.
What I have done is a very partial reading data to present the state of the school in Italy. It 'also read a little' personal data that I have been most affected, since that brings together statistics, legislation, but also a good deal of experience in the school and views gained in my career.
Andrea
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