In his speech at the presentation of the data of the Invalsi Survey 2022held in Rome on July 6, Minister Bianchi indicated the return to school in attendance, after the long season of Dad or Ddi, as the decisive factor for the “recovery phase “informed, in his opinion, by the survey, and which according to the minister” has made it possible to contain the decline in skills of students and students“Second, Bianchi stressed” the gaps between North and South, between center and periphery, “which can be bridged through PNR actions.
In this presentation special emphasis was placed on the implicit dispersion, the failure to achieve the minimum competencies in the four areas of the survey (Italian, mathematics, English different in reading I listening), as in order to set up a situation of disadvantage identical to that which would have occurred if the “fragile” student (a recurring term in the presentation of summary data by the institution) had not completed the educational cycle.
Again in the same analysis, it is highlighted that the average returns, in the comparison between 2019 and 2022, are still characterized by profound differences linked to the family environment; for 13th (last year of high school) “the implicit dispersion is more than double for students who come from less favored families and almost quadruples for students whose background data are not available ”. The comparison between 2019 and 2022 is dramatically ruthless: who has an Ecss (Economic, social and cultural situation – indicator of socio-economic and cultural status) above the average goes from 3% to 5.6%, those with an Escs below the average of 8% to 12% and for those whose Escs is not detectable the jump is from 12% to 19, 8%. If these were the percentages of students with insufficient final average in third and then in fifth, in the class council document it would be written that “the class had a difficult path with unsatisfactory results,” and among peers, in the Shit, someone would. he closes the board meeting exactly as the comedian does at the end of each of his videos (“what kind of …”), while someone else would close with a pacifier “all the fault of the father / Ddi.”
The President of Invalsi commented, in this regard, that the global trends observed No they are the result of a two-year pandemic, as reiterated in the official statement (cit. “the trends highlighted through the 2022 tests have their roots very far back in time, often from the early 2000s” ) but they are persistent, one might say “Structural” to the structure of the Italian school: a small act of intellectual honesty, as well as the defense against attacks related to the “uselessness” of the survey itself , who cannot decide on school policies, and who gets the word out. to politics.
Politics at the moment has been self-honored by the choice to reopen and keep schools open, ignoring comments from the institute itself and establishing a cause and effect (untested) link between returning to class and the “celebration” of the system. He proposed the Pnrr salvatutto, where one of the prevailing criteria in resource allocation refers precisely to “implicit dispersion”: the greater the implicit dispersion (learning delay), the greater the resources allocated in the decree 170 June 2022. the first tranche is 500 million euros, for a global school Pnrr which is the third most important intervention (according to allocated resources) of the Pnrr. There is talk of 195 new schools to build, the reorganization of the school linked to the birth rate and the reduction of chicken coop classes, the reform of technical and vocational education, SEU reform (which became on July 12 in its Academy, one of the few modalities of secondary education that guarantees 80% employability), high school and much more, in the logic of both quantitative and qualitative actions.
In this regard, Francesco Sinopoli, Secretary General of the Flc-Cgil, answered both the activity of “measuring” the skills of students of the Invalsi (which would only be the prerogative of teachers) and “the same idea as a delay in learning is comparable to true dispersal, ”that is, to actual school dropout, as this equation“ has already done much harm in the distribution of PNR resources ”. The publication of the list of schools to which resources have been allocated provoked protests as the award criteria would not be shared or shareable. It is certainly not clear why the total exclusion of PNR from primary school (even in the face of the Invalsi survey indicating that regional and family disparities in learning also exist in primary school, and then continue to increase) and the Cpia, these simply because the Invalsi tests are not done.
However, the controversy has focused on why the funds went to some schools while others did not receive them, and the criterion of implicit dispersion proved crucial.
Once the division and the regional level were determined, with 40% of the funds guaranteed in the South, to allocate the 500 million euros to individual schools, decree 170 of 30 June 2022 was based on the dispersion index implicit for Italian and mathematics “At least equal to or greater than 8% of the total number of students, consistently and in compliance with the objective e fit of the Pnrr, in proportion to the number of students attending “.
English has disappeared from the implicit dropout rate reading I listening. The small improvement observed for 2022 quickly convinced Minister Bianchi to forget the English language, evidently a skill considered unnecessary today for the redemption of students in a situation of fragility. We also add that the survey is distorted by a mixed measure B1 and B2 at 13th (which should only include B2 level tests, as this is the minimum exit level for all school orders), and then the things are not only not good. in English, but they are even worse than the data from Invalsi tell us.
Beyond obvious considerations related to the vital need to know at least the English language in order to be able to really use it, and certainly not from today, the option of allocating funds with a planning logic, that is, the creation of ad hoc projects (which are certainly easier to account for than the work of the Italian and mathematics teacher, quicker to organize than a complex synergistic action on the territory) aimed at tackling implicit dispersion. Are we sure that teaching can only be improved through projects? Is there no risk of having a relapse into results that are not lasting because they are not structural?
If the team of experts of the same minister Bianchi wrote a letter of protest denouncing the lack in the decree of an educational alliance of wide agreement on each school territory, something very different from the allocation of resources to the centers for projects, and the presence of Very few criteria (the infamous implicit dispersion index) compared to those developed by the working group, there is certainly something that can be improved for later stretches of PNR.
Meanwhile, whoever has had has had. Those who have not had it can expect a future revision of the criteria for allocating residual funds, although a part of the student population, the only real recipients of any school policy, will certainly be excluded; that of private schools, of all levels and levels.
– – – –
We need your input to continue to provide you with quality, independent information.
SUPPORT US. WOMAN NOW CLICK HERE
© RESERVED REPRODUCTION