Ancodis: ‘PNRR school, we are at the end of the line!’

We receive and publish a press release received by the ANCoDiS Press Office.

PNRR school, we are at the end of the line!

In recent weeks, the issue of the PNRR with DL 36/2022 has occupied the bench in political, trade union and cultural confrontation, bringing to light the vision of the country for the coming decades.
Some articles in DL 36 pay special attention to the Italian school in relation to the topics of recruitment, staff training and …… STOP!

Yes, stop: it seems that the issue of real career reform and school governance has not been considered by the legislature either urgent or relevant.
We continue to prefer the status quo of the leveling of seniority to professional dynamism, which is now more than ever necessary for the management of the new complexities presented by the regional school.

However, there is a debate and it finally seems to involve experts who at all levels are concerned and concerned about the future of the Italian school.
Ancodis believes that the time has come to bring back reluctance or partial truths on the subject of the professionalism of teachers, which can no longer be exhausted in the strictly didactic field.

It can no longer be denied that the complexity of the organization of the autonomous school forces a committed teacher every day and throughout a school year to carry out at an organizational and didactic level -in synergy with the director of the center- l ‘educational offer that characterizes each school.

The professionalism of the teacher in modern schools can not fail to consider five factors: seniority (today is the only one!), The forms of service provided, quality, time spent and evaluation.

Today, more than ever, the legal and contractual vulnus that, fortunately of the Ministry and the school directors, is filled by the availability and professionalism of thousands of women and men who put themselves at the service of their school communities with the tacit consent of the unions, which by their constitutional nature should recognize and defend the work of ALL workers!

The denial (in many it is cultural!) Of the existence of important professional resources still prevails, without possibility of professional development, with important and consolidated experience in places dedicated to the organizational and didactic operation, with indisputable and demonstrable specific training courses. So how can we re-prestige the teaching function?

For Ancodis, breaking the current legal and contractual framework that does not attract the profession (if it does not even distance or leave out the possible options), which is not respectful of fieldwork (which is NOT just the environment of ‘learning but also those). “Medium”), which does not provide for a teaching career in which, given the increase in organizational and didactic tasks / commitments in favor of the school community, there is no adequate legal and contractual recognition.

We are aware of amendments tabled by different political forces that are trying to address – in a forward-looking view – the issue of school governance.
Unfortunately, news arrives that in the final version of Legislative Decree 36 is the myopia of those who, instead, should strongly support this innovation of the system.
Therefore, we invite political and institutional representatives to enter the VERA school to understand what it means to have the right to study and community services despite the thousands of daily organizational criticalities (personal absences, sudden and structural emergencies, relationships to discover that to govern this complexity it is not enough to have an expert school principal but it is necessary the presence of professional resources capable of helping and supporting the principal DAILY in his role, to see on the ground the VALUE and QUALITY of the work done by the so-called middle school management (for someone it is unlikely!).

The time has come for the improvement of teachers to be made within a professional trajectory that recognizes the quality, quantity and time spent working in the areas of organizational functioning in seniority and training, teaching and assessment, school inclusion. , technological and digital innovation.

Today, recognizing school autonomy and not recognizing the autonomy team is simply an ideological reluctance of many and a cultural reluctance of many (especially within the school)!

Maybe we are missing the train of innovation of a system stopped in the 1900s?

Rosolino Ciceró
President of ANCoDiS

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