“Very worried about delays” • According to Welfare

He Working group appointed by decree of Minister of Education on March 9, 2022, he worked very closely to process the indications to contrast the dispersion and to surpass the territorial lagoonsas part of theimplementation of the National Recovery and Resilience Plan (Investment 1.4: Extraordinary intervention aimed at reducing the territorial gaps of the first and second cycles of high school) that offers 1.5 billion of euros.

The Group has inspired its work by: Strengthening school autonomy that they represent a garrison of the Republic, in territories, unfortunately very extensive, of multidimensional poverty caused by years of increasing inequality; support for the extraordinary action of teachers who have operated for years of divestment at the school; support for alliances between schools, municipalities and third sector organizations that, together, before, during and after the pandemic, have created a broad cooperation, developing the very rich experience of educational communities between school and extracurricular, able to recover thousands of children and adolescents for learning and motivation.

From this work, the Group produced a 36-page detailed documentof which 20 with punctual operational indications and recommendations according to the provisions of investment 1.4 of measure 4 of the PNRR, ed 16 more pagesprocessed in order to don’t start again ‘ which contains the recognition / mapping of the main interventions implemented on educational failure in the last 5 years.

The Group has taken into account the auditions conducted with school officials dedicated to the north, center and south, for years, in territories of extensive social exclusion and educational poverty, of the audience with the president of Invalsiof the considerations gathered by the offices of the Conselleria around the critical data on educational failureof the precious experience of local authoritiesfrom educational sites who see collaboration between schools and the third sector in particular of the Fund for Contrasting Youth Educational Poverty (institute with law December 28, 2015, n. 208 and promoted by foundations of banking origin, government and third sector) of the documents and of the literature on combating early school leavingand the territorial gaps arising from the commitment and reflection of experts, trade unions, institutions (control room against early school leaving, VII Chamber Commission, etc.) and recommendations from the European Union, Unicef ​​and the 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 educational 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 use the investment 1.4 reverse the growing trend of gaps between minors, territories, schools and initiate a broad action of system of combating educational failure is urgent is 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 goals for differentiated interventions by age, situations and needs, in a flexible way according to the contexts and oriented both to prevention, in school and out of school, as actions of repair and full recovery of the right to study and training, also by activating 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 management actions;
    • encourage, around schools, cohesive and permanent territorial alliances 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 foresighted vision that anticipates permanent exchange and comparison between schoolscontinuity in the phases of transition and orientation, common capacity building of all professionalism involved between school and out of school.

Working group documentincluding precise operational, organizational and management guidelines in accordance with an articulation by objective of the interventions, expected results and criteria for monitoring and impact assessment has been delivered both in the described extended form and in the synthetic form to the minister.

We are waiting for a political response and the start of the necessary actions to implement the indications, which so far have not arrived.. We are very worried. Because we are aware of the expectation of an investment that must arrive soon and well in schools that have been able to resist with competence and passion in years of severe disinvestment and territories affected by growing educational poverty. Because we have not received an official response on an educational investment program to support the most fragile subjects and situations, which is based on experience.

We hope to have confirmation of adoption in the coming days, in all its parts, from a structural perspective that, in a very critical issue for Italy and especially for hundreds of thousands of children and adolescents, responds to schools and teachers, local authorities, civic education of the Italian third sector ..

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