It is creating a lot of difficulties in schools Ministerial Decree which allocates the first 500 million to projects against early school leaving.
According to reports from many parts, the lists attached to the decree with the sums due to individual schools contain many errors: very often there are codes that do not correspond to the school and even schools inserted in another province. .
But there is even a paradoxical fact: funding was also given to schools that had not made any requests.
The decree clarifies that the resources have been distributed autonomously in accordance with the following criteria and relative weights, calculated from the latest ISTAT data available at the regional level:
a) a share of 65% depending on the early exit rate from the education and training system in the 18-24 age group;
b) 20% depending on the number of students in secondary and high schools in the reference region;
c) 5% depending on the rate of presence of the foreign population;
d) another 5% according to the rate of population without a baccalaureate degree in the age group between 25 and 64 years;
e) a final 5% depending on the rate of households with five or more members.
The fund due to each region is then distributed among the different schools, taking into account especially the “implicit dispersion”, measured by the percentage of students who in both subjects, Italian and mathematics, achieved a very low result according to surveys, calculated for ‘Invalsi.
In any case, an overall share of resources equivalent to 51.16% is allocated to first and second degree public schools in the southern counties.
But, what will these substantial funds be used for (there is also talk of 2-300 thousand euros per school)?
The decree is clear: “The main objectives of the interventions implemented by the educational institutions are the improvement of the basic competences from the first cycle, with special attention to the alumnado, alumnado and student, that shows fragility in the learning, according to a preventive approach, school failure, the fight against early school leaving, through a global and integrated approach that enhances the motivation and talents of each learner Ministry of Education inside and outside the school, together with local resources, to improve the inclusive approach to curricular and extracurricular teaching of educational institutions with the aim of personalizing learning “.
As for the spending criteria, the ministerial decree specifies it “Beneficiary educational institutions, in compliance with school autonomy and the goals and objectives of the PNRR and related legislation, promote co-planning and cooperation activities between the center and the local community, enhancing synergy with local and institutional resources ( services, employment, youth justice, vocational guidance and training, etc.), as well as voluntary and third sector services, to improve inclusion and access to the right to education for planning and creation of opportunities for the improvement of competencies also outside the school, which must be strengthened with the full integration of the curricular itinerary with extracurricular activities and with the evaluation of learning “.
There are no precise indications on the methods of resource use; For example, they allowed us to observe some school administrators we contacted who still have completely crucial unanswered questions: “What limitations will we have? Staff costs, training, external experts, of investments? What are the schedules and how will we report the expenses? And who has seen 100,000 euros arrive without asking for anything, how should they behave? “
In fact, the decree is postponed “A subsequent event, aimed at secondary and high schools, the definition of the modalities of implementation of actions to prevent and combat early school leaving of school institutions, in compliance with the objectives and goals and objectives of the PNRR and the corresponding national regulations and European legislation, they must respect the planning of activities and the management of the allocated resources ”.
This postponement, however, only increases the climate of uncertainty in schools.
The feeling is that a measure has been enacted in a hurry, also in response to the controversy raised a few days ago by the working group on dispersal appointed by the same ministerto deny that there are sensational delays in the use of resources but that, in reality, both for the numerous errors present in the allocation and for the postponement to future implementing measures, does not in fact deny why, like what, resources cannot currently be used “