Education and career of teachers, Italy supports them only in words: the anomalies that need to be corrected

Initial teacher training and continuing education have been tangled and dry knots in our education system for a number of years. Since section 124 of Law 107/2015 made it compulsory, permanent and structural, teacher training has suffered at least two anomaliesin comparison with that of the rest of the workers of the Public Administration:

  • the number of hours of compulsory training in a year has never been specified
  • it has always been strictly planned out of service hours.

What changes from April 30, 2022, with the approval of decree law no. 36 “Additional urgent measures for the implementation of the National Recovery and Resilience Plan” (PNRR), which also lays down provisions on education?

Teachers’ digital skills: what school do we want after Covid

Virtually nothing, in fact: again, no exceptions: no amnesty of ambiguities, but a reinforcement of both. Participation in the training course is voluntary, as it is kept out of service hours.

In the contractual renewal of the National Collective Labor Agreement 2016-2018, training continued to be considered mandatory only if it was duly approved by the Teaching Body and, although governance was previously entrusted to the Ministry, from d October 2020 teacher training is regulated by the National Collective Bargaining Agreement, the last subscription of which contained the general criteria for allocating resources for teacher training and set out the reference framework, within which Continuing education activities for school staff must be carried out during the following three academic years (2019/20). , 2020/21, 2021/22).

The novelties of the decree law n. 36

Articles 44 to 47 of Decree Law no. 36 rewrites part of Legislative Decree 59/2017, which aimed to reorganize, adapt and simplify the initial training system and access to the functions of secondary school teachers:

PREDICTIVE ANALYSIS: because the maintenance of the plant has changed. Forever.

  • art. 44. Initial and continuous training of secondary school teachers
  • art. 45. Empowerment of teaching staff
  • art. 46. ​​Improving the simplification of the teacher recruitment procedure
  • art. 47. Measures for the execution of the National Recovery and Resilience Plan owned by the Ministry of Education to make it functional for the social and cultural improvement of the profession.

The School of Higher Education

In his speech, Minister Bianchi had already announced one reform of the teacher recruitment system and the birth of a new body within the ministry, with a coordinating function: the School of Higher Education. We now see in the decree that it is made up of fourteen workers and a technical-scientific committee (Indire, Invalsi and Italian and foreign universities).

Why is it necessary to create and finance a new organization, always running out of funds from the same coffers? The last increase perceived in the teachers’ contract they were a few tens of euros, in the luckiest cases. Adaptation to the European context must not only be seen in innovative teaching environments or in the adoption of new teaching methodologies, but also in encouraging school professionals, who have worked in these difficult years, to guarantee a service educational consistent with the difficult historical moment. .

Initial training, qualification and access to secondary education

Next, the decree defines the modalities of initial formation, qualification and access to the teaching in secondary by means of:

  1. An enabling university cycle of initial training (corresponding to at least 60 training credits), with final exam.
  2. National public competition held annually
  3. A one-year in-service trial period with final evaluation.

In this way, a course of initial training and qualification of the teachers of common place is introduced, including the technical-practical teachers, of the centers of secondary of I and II degree.

The objectives of the initial training course

The objectives of this itinerary of training and initial qualification of secondary school teachers are:

  • the development of disciplinary, cultural, pedagogical, didactic and methodological competences with regard to the basic nuclei of knowledge established for students;
  • the skills of the profession as a teacher, in particular pedagogical, relational, evaluative, organizational and technological, integrated in a balanced way with disciplinary knowledge and legal competences (school legislation);
  • the ability to design flexible educational itineraries adapted to the abilities and talents of the students to be strengthened in the school context, in order to encourage critical and conscious learning and the acquisition of skills by the students;
  • the ability to perform the tasks associated with the role of teacher consciously and with school organization and professional ethics.

All these tasks are already explained in art. 27 of the CCNL, in which only managerial and aerospace competencies are missing and then I would say that there are more for at least ten different professions.

Changes in teacher recruitment

Article 46 intervenes on the provisions dictated by Legislative Decree 73/2021 (“support-ter”) to make some changes with regard to the recruitment of teachers.
In particular, it states that:

  • the written test of the competitions it may also include, until 31 December 2024, a structured test and, from 1 January 2025, even more open-ended questions;
  • the oral examination to ascertain in addition to the disciplinary knowledge also the didactic ones and the capacity and aptitude for teaching also by means of a specific test;
  • in the competitions, when passing the written test, the oral test and the evaluation of qualifications, the formulation of a ranking of teachers who have not yet obtained the degree and who have participated in the competition under the three-year service in public schools. or by virtue of having at least 30 ECTS;
  • a new section (10-ter) is introduced in Article 59, which provides that the hiring of the winners of the competition already in possession of the qualification takes place with preference over unqualified winners.

The inconsistencies to reflect on

Some inconsistencies, for which reflection may be needed, are:

  • Because it is not specified in which areas the 30 ECTS are to be acquired university students, leaving the field open to any kind of choice based on totally subjective and inhomogeneous criteria with respect to the stated objectives?
  • Because it is the responsibility of schools to manage the wage incentive and especially because only 40% of applicants can access it? Again, instead of acting on the teacher’s trajectory, regulating its development in the contract and inserting the expected. the middle directionthis task is entrusted to the educational institution.


Section VI of the Court of Justice of the European Union, by order of 18 May 2022, also recognized all precarious school teachers the right to benefit from the financial benefit of 500 euros per year, by letter of the teaching staff, for the updating and training of the teaching staff. . Now it seems that what has just been recognized as a right of all could be taken away from everyone. To sum up, on the one hand it continues to be argued that the professionalism of the teacher is first and foremost in the interests of the country, on the other hand the development of this career and the adoption of this role in society becomes more complex and cumbersome..

As long as participation in training courses is voluntary and tied to a totally limited reward in number and quantity, I doubt the system can ever reap all the expected benefits.


Leave a Comment