Members of the Working Group appointed by the Department of Education express concern about the risk that the planned investments will result in a missed opportunity. “The minister will give us political comments or it will be a missed opportunity”
ROME – The signatories, members of the Working Group appointed by decree of the Ministry of Education to develop guidelines to combat early school leaving and overcome territorial gaps in the application of the Pnrr, express “great concern about the risk that the planned investments translate into a missed opportunity for the fight against educational poverty ”.
Over the past few weeks, the Working Group has drawn up a detailed 36-page document, with precise guidance and operational recommendations drawn up so as not to “start over”. The document was handed over to Education Minister Patrizio Bianchi.
“We are waiting for a political response from the Minister,” said Ludovico Albert, Franco Lorenzoni, Andrea Morniroli, Vanessa Pallucchi, Don Marco Pagniello, Marco Rossi-Doria and Chiara Saraceno. We have not received an official response on an educational investment program to support the most vulnerable people and situations, which is based on experience. That is why we are very concerned, because we are aware of the expectation of an investment that must arrive soon and well in the schools and territories affected by the growing educational poverty. We look forward to a positive response in the coming days, especially for the hundreds of thousands of children and young people, schools and teachers, local authorities and the Italian third sector education community. ”
The document sent to the Minister
The Working Group has taken into account the hearings held with the heads of schools dedicated to the north, center and south, for years, in areas of widespread social exclusion and educational poverty, the hearing with the president of the Invalsi, the considerations gathered by the offices of the Ministry regarding the critical data on the educational failure, the valuable experience of the local authorities, the educational spaces that see the collaboration between the educational centers and the third sector, in in particular the Child Education Poverty Testing Fund (Institute with Law 28 December 2015, No. 208 and promoted by foundations of banking, government and third sector) of documents and literature on the subject of the fight against early school leaving and territorial gaps as a result of the commitment and reflection of experts, trade unions, institutions (control room against early school leaving, VII Commission of the Chamber of Deputies, etc.) and the s recommendations of the Unione E European Union, Unicef, Council of Europe.
The working group, therefore they identified the criteria for identifying areas of greatest crisis and dispersion; has proposed an action plan and differentiated measures according to the different ages, territoriality and severity of the exclusion; has finally, an operating model was developed, based on territorial education pacts to generate stable alliances between the educational centers, that manage bottoms and the local administrations, the third sector, the civic education, that participate in the action in equal conditions.
The Group considers that in order to take advantage of the investment of 1.4 to reverse the growing trend of gaps between children, territories, schools and launch a comprehensive action of the system to combat educational failure, it is urgent and possible: strengthen the supply of schools with competent support in the elaboration and management of the interventions by means of the strengthening of the staff; create priority education areas dedicated to systematic and long-term interventions in particularly difficult areas and punctually identified with irrefutable criteria; set intervention targets differentiated by age, situation and needsflexibly according to the contexts and oriented to both prevention, school and extracurricular, as well as actions of repair and full recovery of the right to study and training, also through the activation of second chance courses; strengthen school autonomy and the prominence of teachers thanks to investments capable of remotivating and supporting the learning processes of each student in a situation of exclusion, fragility, difficulty, also with personalized tutoring and responsibility actions; promote cohesive and permanent territorial alliances around schools between the schools themselves, the local authorities and the third sector in a cooperative and egalitarian way, ensuring the establishment and maintenance over time of the educating communities on the example of the best practices that are already in operation in each part of the world. ‘Italy; involving families and supporting and promoting the role of children and young people in every educational action that is carried out; take care of a forward-looking vision that provides for permanent exchange and comparison between schoolscontinuity in the phases of transition and orientation, common capacity building of all professionals involved between school and out of school.