School 4.0 with PNR funds: digitization, new forms of recruitment and updating of staff.

The fear is that a new bureaucracy will be added to the existing one, that the training will be theoretical and reliable and that, in turn, it will not be validated, that the necessary internal technical and expert control of the system that risks feeding the existing. -referential drift. Instead of streamlining the internal bureaucracy, the Ministry of Education is adding a piece to its own systems while the school of autonomy risks becoming a gigantic project building with no third-party verification tools. Indire and INVALSI are not enough, internal figures are needed in the system for quality control and for the promotion of certified merit. And a severe simplification of bureaucratic procedures: the bureaucracy is devouring the school and turning off any good motivation.

The report of the Undersecretary of the Presidency Roberto Garofoli to the Council of Ministers on May 26 mentioned some ways in which the Government intends to move forward to present a school model defined as 4.0, in accordance with Decree Law PNRR / 2 – bis published in the Official Gazette n ° 100 of 30/4 and now under discussion in the Chambers, to adhere to the EU’s requests for innovation in the training system and to allow access to European funding from the Recovery – Next generation EU. Ambitious, the report updates the June targets of the country’s transformation plan, a total of 30 of which 18 are defined as “achieved” and concerns all Ministries: basically the ecological conversion and the digital transformation plan of the country. ‘AP.

In the field of education, the teaching career was reformed with the aforementioned Decree-Law with the definition of new recruitment and training systems. A ministerial decree is also planned for the adoption of the School 4.0 plan in order to promote the digital transition of the Italian school system to create innovative schools, new classrooms and laboratories, from the transformation of 100,000 classrooms into innovative learning environments. and the creation of laboratories for the new digital professions in all postgraduate schools.

After two years of pandemic and DAD to shocks, the work suffered by all institutions between rules, prescriptions, prohibitions, prophylaxis, infections, masks and wheelchairs ended in the pulp, would have been satisfied with a solid calm on the resumption in September of the 2022/23 school year, which will inevitably have to deal with the usual problems: lack of staff, late appointments, chicken coop classes, people with disabilities without support, growing double bureaucracy adding that of the ministerial circulars. to that of the designers of the school of autonomy. Instead, the birth of a new organism is approaching the suffocating pleura of the existing ones: the “School of higher education and continuing education”, Which will work in conjunction with existing Directorates-General and Departments, will be coordinated with local schools and will use the advice of INDIRE and INVALSI.

The usual Italian recipe in bureaucratic style and with many bittersweet ingredients that establishes new decision centers rather than simplifying and streamlining existing ones. With a lot of President, Secretary General, Steering Committee and International Scientific Committee. The School of Higher Education must be in charge of the initial, continuous and permanent training of the school staff, previously implemented through distance learning courses, webinars, zoom platforms commissioned by external entities of self-appointed experts. that they will have to update those who work in the school without having passed themselves the test of a verification that is usually required of the trainers.

There is a twist of biblical dimensions between courses of all kinds, certificates issued at the end of distance theoretical classes, tests and final assessment tests, according to the general guidelines of the National School that institutes it, which will be declined in the agreements that the individual institutes will have. negotiating with local bodies and institutions: in short, everything and more. It will take a solid parachute for student users to reduce the flood of theoretical schemes, flowcharts, acronyms, anglicisms inevitable in their daily school reality. It is not clear who will be in charge of monitoring and verifying the efficiency-effectiveness of this pharaonic and complex apparatus, within the concept of “productivity of the school public service”: before in the schools there were inspectors, now they are a on the road to extinction, after some ministers began to downgrade those who had won the competition for access to the inspection function, to replace them with a ‘yes man’ of proven faith, appointed with the system of ‘espoli.

Quality is easy to praise, there are many ways to attribute yourself in a self-referential way and make it competitive in a system where the hierarchies of the ministerial bureaucracy intersect in their autarkic waste (regional offices and former control offices which change their name every year) and innovative contributions generated by individual institutes. But it is clear that without an internal body and expert in technical control, everything becomes random and unprovable: in fact, the paralysis of bureaucracy and innovation generated by the application of unproven theorems produce a babel of unmanageable design and often an end in itself. . The results are then obtained when, after completing their studies, students are impacted with the skills required by the world of work. An old concern of CENSIS President Giuseppe De Rita that is worth considering, given the intangible results of this “school of words.”

All this gigantic organizational calendar that should manage the initial training and the update in service ends up generating a type of pedagogical culture without forecast of feedback. We’ve read about the disasters that this “system” (which has been going on for years) in the Save the Children Report indicates that one in two high school seniors (old middle school) is unable to understand. that, that reads. And this is a big problem for the school but also for the families: who should they turn to for explanations and explanations about this school failure if the whole apparatus of the education system is shielded in its defense?

Then there is the issue of hiring staff (teachers and ATA): on May 30 the major national unions had called a strike in this regard. They would like the restoration of the entrance “corridors” on the sidelines of the competition route, the only one that allows a selection worthy of the name. It is known that in the competition commissions for access to school functions, subjects with dozens of spelling, syntactic and grammatical errors are corrected and oral tests are listened to at the limits of primary education. If we want school to be a serious issue again, we must shed the tears of those who would like to enter the ope lege only because of precarious seniority: even the unions should do everything possible so that those who sit in the chair do not ask. for the commitment and sacrifices in the study with the students without applying this recommendation to them before.

The new modalities for hiring school staff provided for in the PNRR seem to pursue the most selective form of examination of the competition even if the complex system of training credits seems cumbersome.

At the same time, there is a parallel discussion on the contract renewal of teachers and the ATA: the last national contract dates back to 2016/18. An average monthly increase of 50 euros net is assumed, which, frankly, makes all the previous talk about the imaginative school of excellence a castle of cards, so humiliating is the economic consideration offered.

It is worth remembering that the OECD not only reports delays in the Italian school system but also (along with other institutions) the fact that our school staff is the lowest paid in Europe. Frankly, a pity that has been going on for years, since the teaching profession was rhetorically described as “a mission”. This vulnerability must be overcome by recognizing the social role that teachers play: the formation of the new generations on which the future of the country is based. A decent salary should be established and adjusted to the standards of the most civilized countries: the professionals of the Italian school have not always received adequate remuneration and this vulnerability must be taken into account when talking about the requirements which are postulated for school 4.0. Almost half a century since ‘Delegated decrees“Serious verification is expected for a certified quality jump.

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