Some insults the public school and who does concrete proposals to improve it: this is the difference between the PDL and PD.
------------------------------------------------ -------------------------------------------------
The objectives of the Europe 2020 called on all Member States to promote smart growth, inclusive and sustainable. For the future of Italy, to return to have high employment rates, productivity and social cohesion, we must reach a very specific outcome: to halve our school drop out rate and triple the number of graduates. Only if we invest in knowledge, betting on the quality of human capital of our country and to spread a knowledge society, we can return to grow.
The ISTAT Annual Report 2009, reveals a real alarm education. Italy has a negative record in Europe: 2 million young people between 15 and 24 are neither in school nor at work, a living vacuum state at greatest risk. The school dropout rate is 22% to 12.2% of those enrolled in the first year of high school finally leaves the school, 14% in the South education attainment levels of the Italian population are too low: only 12.8 % of the population holding a bachelor's degree, 40% of a diploma, 46.6% had only secondary school. The gap in education levels of the Italian population (especially adults) is very high compared to European countries. The school has historically achieved significant results in combating illiteracy, but still operates in a country with a cultural level too low. More alarming data regarding the relationship Istat reading and use of technology by young people: 1.2 million young people in 2009 did not read any book and do not know how to use the computer. The recent OECD report 2010 shows that the average investment in education of members, has grown strongly in recent years and is equal to 5.7% of GDP, but Italy is below the average, by investing only 4 , 5% of GDP. Penultimate on the list, ahead only to Slovakia. Yet there is evidence that the increased spending on education in yields some, such as increased tax revenues and increased employability and supports the Bank of Italy, based on complex analysis, that the average return on investment in education is 8 .9%.
The Government does not address the chronic problems of the Italian school system, but made them worse, inflicting 8 billion in cuts, and subtracting 132,000 jobs ATA teachers and staff in three years. A cure for horse, which is killing the patient.
The PD is not only involved in defending the universal right to education but to make the Italian school system more effective and more equitable. We want to gradually bring the investment to at least the average level of OECD countries. We return to invest in knowledge to ensure equal opportunities for all learning and education. The school, to ensure "equality and freedom," asks us how our Constitution. The school, the only true social elevator, to revive a society locked. Not enough to defend the existing, we must give this country the prospect of change.
We want schools open all day, all year round and for life. We leave here our "project for Italy," to mobilize energy, people, minds, to make a new movement. Schools open because as he said the mafia Caponnetto longer fears the school of justice. Imagine the founding of the school as a community, where in addition to the necessary curricular lessons you can stop in the afternoon to study, play sports, play, acting, learning languages. Where a value also becomes non-formal and informal.
We want a school like this quality, is understood to achieve high results for all students (and not only some of them), we want to combat early school social discrimination, and the renewal of teachers, no more knowledge provider, but the solicitor of learning and the restoration of the places and times of the school, now firmly established.
The school of tomorrow must promote the people and their knowledge and skills throughout life, so that they can acquire and maintain the rights of citizenship. Must give priority to learning, taking account of becoming children at different ages and social contexts in which they live. Citizens must be able to inform and update all my life, to participate actively and consciously to the economic and civil life. The school that we have among its purposes the transmission of the principles that underlie the life of society and can not conform to the principles of the Constitution and the Declaration of Human Rights. These two pillars of democracy implies the promotion of active citizenship in a society and then to a school more and more intercultural. Besides the need to establish a system architecture in accordance with this Finally, it is necessary to operate on the contents of the active citizen, promoting a new leading role of students, gender equality, an innovative teaching and interactive, flexible, focused on the cooperative method, laboratory, careful to multilingualism and new languages, open to the territory, with new ways of organizing time, space, groups which, at any age, is impossible without a number of admissions teachers. Such a community school for the community becomes "garrison teaching" of the territory, capable of promoting, through training, new social relations, development, integration and social mobility. For
achieve these objectives is necessary to enrich the educational offer through a working network between schools and other institutions and agencies engaged in the territory, so that the function of "mediation" of the school, until now mainly carried out against the humanistic and classical culture Western is also open to other cultures, history, anthropology, science and culture, statistics, legal and economic, which is strongly penalized by the school of the past and also that of the present.
The knowledge and skills necessary for cultural and civic mission of the school here will be dashed held in high esteem in initial and in service teachers, including through qualified action documentation of best practices.
a very welcoming school for all, should enhance exchanges and relations with schools and families from other countries and promote the educational preparation of a new generation of intercultural mediators. In the same spirit, the school should not cut, but to strengthen and qualify the support classes with disabled students (with new attention to specific learning disorders and the "simple" uncomfortable): an inclusive pedagogy that is good for all pupils, which Italy has been a leader in Europe.
Today more than 60% of pupils are known as foreign-born families from Italy immigrant, the PD has long been trying, through legislation, the extension of citizenship to persons born in Italy. In case of emergency language, which also exist, to address the question of investment, as did the governments and administrations of the center, in additional teaching Italian as a foreign language and other programs to promote the rapid and balanced post. For most cases, however, should reconsider the offer and move towards new programs and learning methods that could become an asset to the Italian school system.
A new special plan for quality education '0-6
In recent decades, educational sciences, psychology, sociology, as well as more recent neuroscience, teach the importance of childhood in the lives of people, material and relational conditions in which one lives and educational experiences that are offered. Even today, economists stress the need that in a globalized society, we invest in human capital by ensuring education for all preschool.
We want the reunification of the system of preschool education. Need a new three-year special plan for the implementation of the territorial system of early childhood education services, to achieve the target of 33% coverage.
We want to transform the nursery from service to individual demand right to education of every child and every child, as proposed for many years and many parties (law of popular initiative tabled in the Senate by 0-6 Anna Serafini) and ensure that every child and every child in our country a place in school-school (now the waiting lists of children are back in school to grow).
abnormal gaps between north and south of the country in education levels, can also be explained as follows: in the south are very few places to nest and a rarity full time at primary school.
Primary school: no child is left behind
models of full-time education and the module with the copresences teachers are considered to excellence at European level, and produce, thanks to work in small groups, the highest levels of student learning. The tests and data Invalsi OECD Pisa are clear: the academic performance of pupils is higher than where it is most widely used model of full-time education.
We the family jewels of the Italian school system "and form a full-time 30 hours copresences" forgive them in the window and extend throughout the country.
A school in the autonomous system of local
To achieve the target of halving the school dropout, as requested by the objectives of Europe 2020, certainly not enough the heavy chains of order and discipline with which the Gelmini want to keep kids connected to the benches of our schools.
should be given to the school rather autonomous and autonomy of those teaching resources to innovate the teaching of high school in the first and second grade.
E 'only by investing in a closer relationship between schools and local self-autonomous, that we can really defeat the evils of the Italian school system, bridging the gap between north and south of the country that this government is widening instead. One of the
contributing to the growth of basic quality of the school is in fact the positive relationship, the collaboration between the schools and local governments. It is therefore essential to enhance the relationship between school autonomy and local self-government, making school an open place, a center where the community is found and identified, in addition, the school should benefit from the opportunities of the territory.
The Democratic Party proposes to sign the final agreement on the implementation of Title V, already dismissed by the Technical Committee of the Conference StatoRegioni.
Such a radical change in the regulatory framework and the distribution of powers between state and regions leads to a profound transformation of the functioning of the Ministry of Education, now strongly committed to a centralized administrative organization on the huge school, with more than 1 million and 200 thousand employees, which consists of school autonomy distributed capillary throughout the country. The Ministry needs to improve and define their functions of policy, planning high, verification, evaluation and control over the functioning of school autonomy and learning outcomes of boys. The regional education offices, the existing articles of the Ministry of Education, should be transferred to their skills and for the majority of staff to the regions.
the regions have to define the size and number of school autonomy, distribution of schools in the area, specialization in high school.
The enhancement of school autonomy is an absolute priority for us, not yet realized after ten years since the law that established it.
must therefore remote paths in a law school student participation, families and all school personnel, reaffirming the independence and freedom of education. The schools have done much to improve levels of learning and combat dispersion: trials have produced important innovations far beyond the regulatory and state resources devoted to them. It is based on research experiences and trials of great value, which should be more widely known, just because they are good practice for qualifying school. It 'important to support this action research and field training of teachers, so that it becomes a common heritage of all schools, not just those that have put in place.
From basic levels of performance (LEP)
the essential levels of learning and skills (Leach). In a
now ill-concealed, the issue of basic level of benefits for the Government, took the declination of minimum levels, based on cutting art. 64 of Law 133 of 2008.
The challenge that our party wants to launch on this issue is the merits, based on facts and understandable to the public, or decline the LEP as essential levels of learning and skills necessary Leach.
The choice of learning and skills as crucial to the definition of Leach, helps ensure the unity of education order, (an accountant in Turin must have the same powers of one of Trapani) and these experience should be helpful to achieving the targets that the Lisbon Strategy and stated that international standards require, and detect.
In defining the standard cost is necessary to refer to the weighted capitation, in relation to every child of school age, weighted on the basis of socio-cultural and morphological characteristics of the territory, based on the presence of disabled students and foreign students, this share must be defined on the basis of several quantitative and qualitative indicators.
Human and financial resources for the school some autonomy
bodies of law and fact, assigning a staff functional at each school independently.
The autonomous school, in order to fully carry out its mandate educational needs of a multi-annual stability of the financial and professional resources.
This requires innovation policies to provide a solution to the problem of residual assets due to parallel tracks and the timing and uniform annual disbursement of funds according to the timetable of the school year, to lead to greater transparency and accountability, allow better programming resources and also greater capacity for analysis and expenditure management.
can no longer be that the funding of the law 440/97 to come over a year late, more and parceled out in fraction of the total aid budget. These should be attributes entirely to the schools immediately after the approval of the State budget by amending the law where it provides a very complicated process and is now meaningless (as the opinion of the parliamentary committees on the distribution plan and the annual registration of Directive the Court of Auditors). This change to the law 440/97 is at no cost but a reform of immediate benefit. Then there is a problem of transparency that must be overcome with the publication by the Ministry of Education of the parameters used to send the funds and composition of the tranche. The autonomous schools
in addition to need certainty on the allocation of financial resources on which to rely in order to better organize the POF, also requires certainty on the staff professional available.
Therefore, we propose to overcome the distinction between organic and organic law of fact, to change the allocation to each school independent of a functional body, including networking of schools also share a brief and temporary teaching staff for the specialized skills to support children with special needs (autism, dyslexia, dyscalculia, etc.). The assignment must be at least three years, and agreed with the programs implemented by local authorities of plans to offer training territorial. This system, which costs not much more than the current overall state spending (alternates are paid, however, unemployment and leave not taken) would bring numerous advantages such as: overcoming the precarious school, some of the programming needs of teachers and subsequent recruitment plan, the full autonomy of the schools in organizing teaching to achieve the goal of academic achievement of boys and girls.
A modern system of evaluation for public school quality
A full implementation of autonomy requires an assessment system, national character, in ways for dialogue with local communities, particularly with the regions, independent of the Ministry and responsible to Parliament, including the evaluation of the entire school system, schools, managers and teachers on a voluntary basis in relation to career advancement - as integral part of a comprehensive assessment of school (see the paper of the Political Education Forum PD specifically on the topic of assessment and revitalization of the Italian school ).
train and recruit teachers for tomorrow
The precarious situation of teachers and ATA requires careful consideration and action immediate. The stability of staff is crucial, and the precariousness is a problem that affects the overall quality of the school and will be fully overcome only through a more structured and self-organization of school work.
must therefore be made immediately available for placing permanent posts currently covered by the annual charge and return into perspective the stabilization plan initiated by the Prodi government. In anticipation of the moment will start to be available to the new system of professional training, should ensure a balance between inputs from new lists and recruitment through an appropriate relationship between limited numbers and needs.
Contrary to what has been expected, the new system of training will enhance the positive experiences within SSIS, and in particular supervisors SSIS, key figures for the connection between school and university. It 'necessary to introduce a mandatory in-service training and certified.
Continuity teaching is an essential commodity: except in rare and justified exceptions, the staff should remain in service at the same school for at least 3 years. The access to education must be at least for public competition, is open the territorial area in which the contest may be made, without prejudice to the right of equal access for all Italian citizens (and now also the European Union, the only constraint being that the knowledge of the language).
In present condition do not believe that there are the legal and managerial procedures to entrust the selection of individual school recruitment, selection of a discretionary nature, without any selection process.
complete the process of school will also require the introduction of "career" of teachers and the possibility of establishing diverse professionals, in order to address the challenge of complexity to which the educational autonomy itself must respond.
Changing the school to halve the drop- the crucial passage from preadolescence to adolescence failure and early school leaving, low levels of student learning and students compared to their peers in Europe, occurring in secondary school first and second grade. As we all know, the point of suffering is the hub that goes from 11 to 16 years, which coincides with the transition from pre-adolescence and adolescence is the weak point of the guidance. And 'here that you record the highest rate of early school leaving, with peaks of 30%, especially in the first year of vocational and technical.
should promote projects and experiences of continuity and connection between the two segments school curriculum. Instead, the transition from school to school the first cycle of the second cycle is still problematic.
Why can truly become policy in the years since the first year, even the early months of secondary degree, you must design an action orientation focused on the recovery and realignment of basic skills, especially those relating to the area of general (cultural development of the axes) on the equivalence training. While in the second year, however, should be designed and activated a re-orientation of action.
for this to happen is that you need to give effect to the equal dignity of training courses and their equivalence, the two-year, secondary schools, technicians, professional and vocational training, identifying cultural skills related to the four output cultural axes of the biennium, to ensure the passage from one address to another without forcing students to face the tests of suitability.
The Democratic Party also considers the Population to combat early school leaving useful and necessary, if done with policies that respond effectively and efficiently target of halving the rate of early school leaving, 2020 that Europe imposes on our country. We want to give impetus to the birth of Ana-graphs Regional Student (currently have or are setting up the registers only 11 regions out of 20).
The general rules in our ministry should indicate only the criteria for identifying sensitive data is not acquirable, by safeguarding the regional powers and by ensuring the State the opportunity to become the system of regional registers, the data it needs for the exercise of functions that the law gives him, including the evaluation system. In the draft Title V of the Agreement reached unanimously at the Conference of State has already planned the construction of a system unified data collection, from which regional levels and the same integrated system, which allows access to and use by all institutional actors (state, regions, local authorities and schools) and also provided their participation in the drafting of the criteria that govern it.
Education and Training Quality
To revive the made in Italy in the world should be organically connected to the education system of State responsibility, the system of vocational training, the competence of the Regions and the State level, Regions and Local Authorities on the development and work.
We believe it is appropriate that there is extensive collaboration between the two systems, that the regions and local governments implement an integrated program. We do not believe should be a process of unification between the two systems, that the two systems would lose its own characteristics and identity, nor a competition between them.
necessary to bring the systems, qualify them, to improve the facilities equipment, heal and modernize facilities and buildings are often crumbling. The gap area is one of the most critical issues relevant to be addressed through (i) the establishment of the Leach (ii) the law on lifelong learning (iii) recognition, validation, the public certification of claims and accreditation of skills training facilities (iv) the provision of transport services and leisure. You need more control over spending on training and use of EU structural funds.
Education and Training (IFTS) should be strengthened and Technical High Schools (ITS) should be established as non-academic experiences of tertiary education, distinguishing between a regional offering flexible, not stable, due to local conditions in continuous transformation , and the provision of excellence in strategic areas to consolidate the country's development. Actual joint planning between schools and businesses of the courses and internships in particular, a showcase of companies, is a powerful tool, if properly designed and used. Also to be found effective ways of monitoring and control.
must also be a measure of the law to recognize the individual right to lifelong learning, extending the right to education is a condition for access to all the rights. The training should be reconsidered, in the sense of directing efforts towards people who are most in need to be trained, g-day, converted, and are more at risk of losing their jobs. It should also be greater coordination between regional planning and programming funds trade, expanding the scope of intervention (apprentices, atypical workers and discontinuous ...)
A special plan for school construction
Two out of three school buildings are not required by law, for this is urgently needed now secure the 65 per cent of Italian schools. A study of KRLS Network of Business Ethics shows that in Italy only 46 per cent of schools have a certificate of viability static, compared with 98 percent in Germany, 93 per cent of France, 92 per cent of England , 89 per cent of Spain, 77 percent of Poland, 71 percent of Portugal, 64 percent of Romania, 58 percent of Bulgaria and 53 percent of Albania which closes the list.
As we know that many schools operate outside the norm and in violation of the decree which provides for fire safety to remain in classes of no more than 26 people in the presence of a single door as a way of escape, now due to the number of pupils per class, decided by the Government in power, most often the limit is breached even to the present have more than 38 pupils in class.
E 'game in the lives of children.
The Democratic Party proposes a special plan for maintenance, the safety of school buildings and building of new schools.
resources allocated, also the last center-left government, sometimes they can be spent by local authorities for the laces too tight in the internal stability pact that would otherwise be breached. For this reason we ask you to exclude from the Stability Pact for school construction costs, as repeatedly stressed by us in Parliament. The streamlining of procedures to seek, settle and spend resources, opening new sites for the retrofit and renovation of existing school, as well as the building of new schools, would also embarking upon hundreds of new yards, with a positive impact on the economy el 'employment. It should be programmed with the regions and local authorities, especially in the South, rationalization and a radical renewal of school facilities for this purpose, in areas under used, FAS funds. By removing the schools from the "flats" in hiring and building new centers designed with an innovative architecture school eco development in line with the new energy saving technology, which supports and makes possible a new class to open and interdisciplinary teaching. Equipping schools with gyms, libraries and laboratories, to intervene in the control and use of resources in the address for the board of school construction establishment of autonomous schools, so also motivate the participation of parents and students, as well as the teachers and all those who work in the institute.
0 comments:
Post a Comment