DL 36 Teacher Training – Education 2.0


We are two weeks away from June 30, the deadline defined in the PNRR for the approval in Parliament of decree 36 dedicated to a set of strategic issues for the revaluation of teaching: initial training between university and school, professional qualification and recruitment. ; continuing education; careers based on the development and articulation of professional skills and functions. In other European countries, work is also being done to make school work more attractive to attract the best graduates, to counteract the scarcity of vocations in the teaching profession. These are issues that not only affect the conditions of teachers but also the quality of the operation of the school: schools, as we have seen very well even in the pandemic crisis, need not only didactic but also organizational innovations. All this has been talked about for years and, at least since the implementation of the autonomy of the educational centers, numerous sensible and feasible reform proposals have been elaborated, more and more urgent in the face of the aggravation of long-standing problems, among the such as the continuous reappearance of a gigantic precariousness (about 200 thousand precarious teachers), the lack of teachers in certain professional fields, the modesty of the initial salaries and their evolution, the confidence in an unrecognized professional volunteer of the quality of teaching and of the school organization. But when, as today, in this set of issues, it is finally necessary to intervene, both with the provisions of the PNRR and, almost simultaneously, with the renewal of the national collective agreement, the proposals of the parties, the government. on the one hand, of professional representatives on the other, they have limits, gaps, very serious shortcomings: of economic resources set in motion, of ideas, of capacity to set in motion and manage a constructive confrontation. Of method and merit, as it was once said. So much so that even before it started, there was a strike in the category without an organic and understandable platform, and even today it is not clear what kind of landing can be achieved, both in terms of the decree and the contract renewal. With the result that, at least, old vices and prejudices seem to be imposed: the pretense of innovating without sufficient resources, the misconception that the precarious can only be resolved with amnesty, the refusal to consider the effects of the decline of the population at school, even the strange belief that continuing education may not be a duty and a right. Sectorialism and corporatism, but also serious shortcomings, in which they are required to present, of foresighted and appropriate proposals. The problem could be abruptly ruled out with a phrase like: all unresolved knots end up in the head, but here is the risk of suffocation once again the many energies that over the years have continued to produce significant experiences and accentuate the summit . – To lower the aspects of centralization of the operation of the school institution, definitively sanctioning the disappearance of the values ​​and potentialities of the school autonomy, that today instead could be a guarantee of equity and inclusion in the education and the formation.

When trying to put issues online, it seems useful to start by identifying the knots that need to be resolved beforehand.

  1. The provisions for the school according to the philosophy of the PNRR are placed inside “the Pact for public works innovation and social cohesion“March 10, 2021 and, therefore, must be contextualized in the framework of the reform of the public administration seen under the double aspect of the working conditions of those who work there and the quality / quantity of all those” services “that characterize social pacts, citizens’ rights and welfare conditions.
  2. The distinction, in terms of work at school, between matters of parliamentary competence (because it is a modification of the legal status of the teachers in question, and in particular of the “single teacher function”) and the subjects that instead belong to the definition agreed between the social partners that, therefore, are of union competence

The difficulty with which the school unions have reconstituted a united front for the May 30 strike was evident precisely in the multiplicity of slogans uttered on that occasion and which hardly seem to be summed up in a platform in which there are strong points that qualify. a negotiation. Based on these difficulties, but trying to practice a form of careful monitoring of what is being “prepared”, we list here in the form of questions the most problematic aspects, but essential for the future of the school, captured in the elaboration and worried. expressions of views of many insiders. These are some of the questions that Education will address to the qualified protagonists of the debate that will accompany the path that the decree will follow until the approval of the development regulations.

  1. What changes could still be possible in the proposal phase up to the 30th deadline?
  2. What could be the fate of the double channel in the recruitment of teachers which in fact remains but which according to the decree should be reabsorbable with the elimination of structural precariousness?
  3. What could be the effect of demographic decline on staff planning and salary revaluation?
  4. Does the decree express a long-term vision and perspective of the school system? If so, what are these perspectives?
  5. What is the weight of the limitations and resources posed by the PNRR in a political phase that seems to reduce the development role of political forces, social forces and cultural institutions?

Unfortunately, without a vision of what the school should do, without solid ideas about what our society will want to be in the near future, every legislative intervention on the school runs the risk of being a disruption that nullifies or slows down so much. like a few years before. a different political majority tried to achieve this. In particular, competition between schools or between teachers or students runs the risk of being the key to quality, and this can only damage the overall climate and underestimate the growth of individuals and communities.

The government’s decree, which focuses on the quality of teaching staff, seems, however, to lack a vision shared by a recognized political majority and a serious analysis of the responsibilities of the institutions that would now like to remedy the problems. that they have themselves. generated. The reference to universities is obvious. The idea of ​​assembling a new car for in-service teacher training is highly questionable.

A serious rethink is needed by those who, within the school system, develop hypotheses and disseminate them in a reflective way for improvement: our magazine wants to accept critical contributions not too conditioned by the emergency climate. which overwhelms us in all aspects of life.social.

editorial board

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