Plan against early school leaving, Minister Bianchi writes to beneficiary schools

The Minister of Education Patrizio Bianchi, as announced in recent days, wrote to the principals of the schools of the Institutes benefiting from the first 500 million allocated under the Plan to reduce territorial differences and combat early school leaving, planned by the National Recovery Plan. and Resilience (Pnrr). The counselor’s letter accompanies the “Guidelines for the implementation of interventions in schools”, a document designed to guide schools in the strategic use of available resources.

“The common challenge – writes the Minister – is to overcome long-term gaps and strengthen the conditions for the development of an economy with a high level of knowledge that, based on current critical issues, can invest in student skills and The key guidelines for the implementation of interventions in schools provide the first operational indications, the objectives of the investment, the timetable and the main measures that can be activated, to begin planning effective actions, starting from ‘an analysis. the context of the school and the major critical issues that need to be addressed, also through networked projects with other educational institutions in order to create territorial synergies, collaborations and exchanges “.

Involved in this first phase of implementation of the Plan, which provides for a total of 1.5 billion euros, 3,198 primary and secondary schools with students aged 12 to 18, selected from indicators of dispersion and socio-economic context. , to which resources will be allocated directly. Multi-year projects will have to start next school year.

The document sent today defines the key guidelines for the planning of interventions by schools, sets out some types of actions that can be carried out, sets a timetable and highlights the tools to support institutions at all stages of the Plan.

“Within the framework of their autonomy – explains Bianchi -, schools are called to develop, also online and in conjunction with other subjects in the territory, a long-term and comprehensive project for the improvement and enrichment of the educational offer and support. learning and extracurricular activities, also through the provision of territorial educational agreements and the identification of a dedicated team of teachers and expert tutors for the prevention of early school leaving ”.

Schools will have to prepare actions that have an articulated vision in multi-year plans, with the aim of building networks and strengthening links with the territory. They must promote synergies, systematic and continuous collaborations and involve the whole educational community -including families and the Third Sector- also through educational pacts. Activities should not be limited to the curricular offer: it will be important to plan extracurricular learning itineraries, with the aim of opening up and enhancing the skills of girls and boys. Guidance will be central in defining interventions, especially in the transition between high schools and high school. In cases of greater fragility, personalized learning itineraries may be offered, as well as tutoring activities and increased laboratory teaching. School projects should also be structured to deal with any signs of anxiety and risk situations in a preventive manner.

The itineraries that the centers will have to define can be organized for individual students, in the case of tutoring activities, or for groups, for the improvement of competences, for the orientation, also with the active implication of the families, for carrying out laboratory activities. extracurricular (disciplinary or related to film, theater, sports, music, for example). After a context analysis phase, projects must be developed before October 2022 and must be executed during the two-year period, December 2024.

Within each school, a team of teachers and expert tutors will be created to support the identification of students at greatest risk of dropout and the planning and management of interventions. The centers will also have support groups, activated in the Territorial School Delegations, in the territorial training teams and in the “School Work Group”, which will ensure the technical-administrative support, as well as the collection of data and the monitoring of the activities. .

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