reform on the Italian School.
conflicting opinions between the majority and opposition. And although the logic of the cuts in resources, however, an attempt, perhaps too late recovery seriously.
SCHOOL AND SOCIETY: There decrees and regulations, but the Italian families have to decide by the end of March where to enroll their children if the high schools or technical and vocational schools.
(And more here: www.andreatta.it Sergio Andreatta)
We'll start the next school year only by the first class. The Italian School crystallized, for some sclerotizzatasi even in the Gentile reform by 1923 (with additions in 1929 when it was introduced to the high school and further qualifications in 1939 with the reform of the Minister Bottai which has the merit of a significant rationalization of the middle school) now seems destined to turn the page. We had tried so many before, ministers of good will, without ever succeeding. From the fifties onwards, significant reforms have been true, in my opinion, educational psychologist and school administrator, the school's media with his unique training offer in 1962 would have allowed the resolution of the hiatus of the two cultures (closure of goodwill) and still L. No 444 of 1968 that it intended to create, then beginning to generalize the territory, the state nursery school. More than you might think that law, in my opinion, has led to job autonomy and economic independence of Italian women that could happen for the first time in mass as workers in factories and offices for employees. In the booming industrial L. 24/09/1971 No 820 was set up full-time in elementary school, or rather the school integrated TP A significant from the point of view of family but only with the combination of some favorable situations - attention devoted by local authorities - could produce excellent results. And this from personal experience told me, Sergio Andreatta, I was a teacher in the IS TP Aprilia (Circle II teaching), the first of the Province of Latina, which I also published (in PONTINA ECONOMY) an essay in 1978. In 1990, then the L. No 148 reform, not only in the old programs in 1955, introducing the elementary school and areas of study, only instead of the teacher, the modules with three teachers for two classes. This opened a great season of quality teaching, research and teaching activities that our sighting of school to the first of the OECD rankings ... The L. n.104 / '92 rationalized the providence of support for pupils with disabilities by providing for the acquisition as the basis of a "functional diagnosis" issued by ASL ... Now the new concern, however, high schools and technical institutes and professional, with a revision of the frameworks times (less than 60 hours per week but all '), to strengthen the teaching of mathematics and science, but disappeared (unfortunately a world that is spreading to all) of the geography and, most importantly, a marked thinning of the addresses. And this last point, I think, frankly, a very promising and positive benefit of the core curricula. In the past decades swarming with experiments (streamlined a bit, but not too much, art. 278 of Legislative Decree n. 297 / '94), also at random just to flatter the increased enrollment in their school, had ended up creating confusion among parents at the time to decide, then resulting in endless feedback bitterness in students for the many unfulfilled expectations. This reform is now necessary pruning of branches of study: high schools will become 6, from the current 450 addresses between experiments and projects in care, technical colleges from 10 to 39 addresses will be reduced to 2 with 11 addresses and the same professional institutes that courses from five to 27 addresses runs 2 courses and 6 address. A strong desire for simplification, then, that should go to the benefit, we hope, the strength of the new curricula. It is unverifiable and creating endless choices, in fact, that you draw a school necessarily better. Too many (so called) test, too many projects never ever monitored and controlled, never objectively assessed for their actual value were due to vertical drop in the quality of POF (POF). For the simple law of physics is more transparent and verifiable in the complex. Pitcher was well spent for its time but in the long run if you have not gone in then check and has not responded to independent and reliable assessment procedures on the assumptions programmed, has ended up undermining the very credibility of the school and with throwing Wind also significant resources that could certainly be better addressed and that, instead, were only diverted extension quantity of seats needed to cover new requirements also going to cause artificial, as a result, additional pockets of insecurity. Certainly something good between the experimental and innovative, you could also save. In a cahiers des doléances could record a lot of criticism, even against their own unions often divider agreements with many governments. But to witness the decline of the Italian School suffice it to mention, in short, the position in the ranking OECD-PISA, always painful, of the same: never included before 23 th place in the standings (2008-36 ° with proven learning gaps significant in mathematics and language). So start now, almost chiudere le porte della stalla a buoi ormai fuggiti, un tentativo di semplificazione e di forte recupero della qualità. Ci si riuscirà? L'opposizione ha attaccato duramente il governo, con Bersani e Fioroni già fautore come ministro della pubblica istruzione di alcuni innovativi e significativi provvedimenti (innalzamento dell'obbligo scolastico a 16 anni, ora riposizionato a 15, e nuove Indicazioni Nazionali per il curricolo), imputandogli una politica di tagli più che di scelte strategiche coraggiose. Ma è nell'interesse di tutti che, senza pregiudiziali di parte, qualcosa si muova perché così non si poteva più realisticamente andare avanti. Staremo, comunque, a vedere perché altri nodi di sicuro potrebbero emergere, than the reduction of permanent teaching staff and ATA, to the substantial cuts already fragile resources by the government to schools. Poverty cuts from well-tested, these days on their skin, from all schools of all levels of the country grapple with balancing the budgets, where school directors and administrative directors fail to develop and obtain approval from the Councils to minimum levels of economic self-sufficiency, their annual financial program in 2010, also technically a cause of the dark and ministerial note of 14 December 9537 but above the critical spares to the policy of the Government. The Prime Minister Berlusconi after the cabinet meeting on Thursday, of course, has not betrayed his satisfaction when, after pointing out that "the current school is not turning out students with adequate knowledge to the demands of the job," he promised that "with these reforms by the next school year we have schools that are comparable to those of other European countries. " All and any political party if you actually wish, maybe even giving up a little exasperated criticism and being able to engage each other in the building (pars construens) improvement. In these decades have been made in the Italian school system-as well as many good things, many experiences of action research that was possible to become a shared heritage. Species those in primary schools and children all around the world envy us (a little 'less than one hour with the teacher in the primary or predominant imposed by Law No. 53 28.03.2003 - the so-called Moratti reform - standards and following confirmation). " The reform of technical education for the first time places this segment of instruction in class "has emphasized on the one hand, after the general tone of triumphalism (" reform era ") the young education minister, Mariastella Gelmini. But I do not know if the mere reorganization, simplification, thinning of the addresses will be enough in itself to bring the desired improvement. Would require new resources and especially rewarding for the consistent assessment of the merits, the staff more appassionato, impegnato e competente. Diamo ai docenti migliori ciò che è migliore, uno stipendio più consono alle loro prestazioni, decretando la morte del non-senso, del principio di generalità. Diamo però anche agli studenti, in una società che non può che essere nelle sue multiculturalità inclusiva, un'effettiva condizione per l'esercizio delle pari opportunità, una buona chance contro la dispersione scolastica. Sulla valutazione del merito e la distinzione dei ruoli, invece, si sono commessi errori un po' da tutte le parti. Penso ad es. alla L. 469 che nel 1978, sulla base del principio di "tutti marescialli" alias "tutte maestre anche le assistenti" voluto dai sindacati, andò ad abolire una figura essenziale for the smooth running of the nursery school, an assistant to every two sections. Do you think this could be useful to the additional figure of assistant employed to improve the functioning of the chambers consisting of 28 students and now even small children, as a result of advances, only 2 ½ years of age. © - Sergio Andreatta, educational psychologist and school administrator Dean dell'USR for Lazio.
This news comes from: http://www.telefree.it/news.php?op=view&id=77884
SCHOOLS
almost 450 addresses (including experimental projects and clients) you go to six colleges: classical, scientific, language arts (divided into six guidelines to facilitate the convergence of existing institutions to ensure continuity of art and some paths of excellence), music and the human sciences (the latter two are true new high school entry). In the classic will be introduced to teach a foreign language for the entire five-year period, also enhancing the area of \u200b\u200bscience and mathematics. In the traditional scientific and leverage the power of mathematics and science, there is a new option of "applied science" that reflects the heritage of scientific and technological experiments. The language provides for the first year of teaching three foreign languages, the third year will be a subject taught in a foreign language (the fourth year of the disciplines taught in foreign languages \u200b\u200bwill become two). In high school musical will be established in sections 40 and 10 choral music, will be activated in agreement with conservatives and dance academies. The high school humanities sociopsicopedagogico replaces the high school and it is possible to turn a section of economic and social. Among other new features for the secondary schools, as well as increased hours of mathematics, physics and science, there is the obligatory presence of a foreign language teaching in five years with at least 99 hours per year and possibly a second language using the share of foreign independence, la presenza delle discipline giuridiche ed economiche nel liceo delle scienze umane, nell’opzione economico-sociale e negli altri licei attraverso la quota di autonomia (20% nel primo biennio e nell’ultimo anno e del 30% nel secondo biennio), insegnamento nel quinto anno di una materia in lingua straniera, latino obbligatorio nei licei classico, scientifico, linguistico e delle scienze umane e negli altri previsto come opzione. Tutti i licei prevederanno 27 ore settimanali nel primo biennio e 30 negli anni successivi con alcune eccezioni (nel liceo classico negli ultimi 3 anni sono previste 31 ore per rafforzare la lingua straniera; nell’artistico fino a 35 ore e nel musicale fino a 32 ore).
ISTITUTI TECNICI
Da 10 settori e 39 indirizzi si passa a 2 settori - economico e tecnologico - e 11 indirizzi. Tutti gli attuali corsi e le relative sperimentazioni confluiranno gradualmente nel nuovo ordinamento. L’orario settimanale sarà di 32 ore di 60 minuti (ora sono 36 ore di 50 minuti). Sono previsti più laboratori: negli indirizzi del settore tecnologico 264 ore nel biennio e 891 nel triennio. Ulteriori risorse di personale saranno assegnate alle scuole per potenziare le attività didattiche di laboratorio. I nuovi istituti sono caratterizzati da un’area di istruzione generale comune ai due percorsi e in distinte aree di indirizzo legate al mondo del lavoro e al territorio. Avranno, inoltre, a disposizione ampi spazi di flessibilità (30% in the second period and 35% in the fifth year) in addition to the 20% share of autonomy already enjoyed by schools to promote strategic productive sectors (pulp and paper, aerospace, etc. ..). Have been increased hours of English (with the possibility of studying other languages) and promoted the spread of internships, apprenticeships and the alternation between school and work.
PROFESSIONAL
For five sectors and 27 addresses you move to two macro-sectors - services and industry / crafts - and 6 address. The professional will have a weekly time corresponding to 32 hours (36 hours). Will have greater flexibility than the technical colleges (25% in prima e seconda classe, 35% in terza e quarta, 40% in quinta, in aggiunta al già previsto 20% di autonomia). Il percorso è articolato in due bienni e un quinto anno. Gli istituti professionali potranno utilizzare le quote di flessibilità per organizzare percorsi per il conseguimento di qualifiche di durata triennale e di diplomi professionali di durata quadriennale. Anche in questo comparto di istruzione sono previsti più laboratori, stage, tirocini e alternanza scuola-lavoro per apprendere, soprattutto nel secondo biennio e nel quinto anno, attraverso l’esperienza diretta.
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