They are more than 1 million euros: this is the sum that the Ministry of Education will pay to schools in the Upper Milan area to launch actions to prevent and combat early school leaving. A financing plan to implement the investment line 1.4. “Extraordinary intervention aimed at reducing territorial differences in the first and second cycle of secondary school and combating early school leaving” as part of Mission 4 – Component 1 – of the National Recovery and Resilience Plan, funded by the European Union – Next Generation EU to the European Nel Generation EU Plan.
The total resources amount to 500 million euros and were divided between the regions according to criteria and relative weights, calculated from the latest ISTAT data available at the regional level:
early exit rate from the education and training system in the 18-24 age group
number of high school and baccalaureate students in the region
attendance rate of the foreign population
rate of population without a baccalaureate degree in the age group between 25 and 64 years
household rate of five or more members
The funds arrived in the regions were later divided based on two more parameters: the rate of learning fragility and the number of students enrolled
The resources were distributed throughout the territory as follows:
LEGNANO Isis Bernocchi € 233,563.97
LEGNANO Isis Dell’Acqua € 200,541.23
LEGNANO IC Via dei Salici € 118,412.50
PARABIAGO Beetles € 174,999.11
PARABIAGO IC viale Legnano € 98,775.61
VILLA CORTESE Mendel Institute € 159,957.51
FIRST BROWN Giuseppe Torno € 158,921.29
FIRST BROWN Ic Falcone and Borsellino 97,277.79
CASTELLANZA C. FACCHINETTI € 230,471.54
CASTELLANZA IC CASTELLANZA € 90,232.02
The measure raised some doubts about its effectiveness. Among the criticisms, those expressed on his Facebook profile by Ite Tosi manager Amanda Ferrario:
“Surprisingly, 500 ml of PNRR euros were paid to schools in difficulty. Reading the INVALSI data, the results of the state exams, the list of schools funded, there are some spontaneous falls:
why, if the INVALSI data are so negative (they are there to be read!), in some regions the rate of 100 and 100 cum laude at maturity is inversely proportional to mother tongue and mathematical logic skills?
because, if the funded schools are the same with the highest number of 100 and 100 praises (the data are always there to read), does INVALSI certify a certain “implicit dispersion”?
what sense does it make, even in the light of these data (read eh), a state exam that has been replicated for decades, without extrinsic value, since universities do not recognize it and act alone, with entrance tests to programmed numbers?
What are MILLIONS of euros of funding for schools in difficulty if teachers and methodologies remain the same?
There is an urgent need for deep reflection on the meaning of school today, on the need to recover the basic skills and also those essential for society in 2022, it is urgent to rethink a useless maturity exam that does not add anything to the value of a path. and above all it is urgent to rethink the teaching function.
We need trained, selected, motivated and empathetic teachers. Able to create value and facilitate learning processes. And it is urgent to look at the best models: we have many in Italy. Many schools, from north to south, work well. They knew how to rethink and put students at the center. But it’s always easier to complain, settle, wait. It is urgent to promote autonomy. To get out of the swamp, you have to roll up and paddle. All in the same direction “