Reading the electoral programs it can be seen that the theme of the school is present almost everywhere. However, it is not a priority. Nor does the need to question its effectiveness in educating appear to be.
All parties affirm the need to quickly use the substantial resources of the NRP which, with regard to schools, have a double objective: to measure and monitor territorial gaps, also through the generalization of the Pisa / Invalsi tests and to develop a strategy to counteract structural early school leaving.
If these are the common aspects between the parties, there are many differences.
As for the center-left, the Democratic party puts the adjustment of teachers’ salaries at the center of its project; the reform of the cycles and the compulsory and free kindergarten; continuous training of teachers; more support teachers; didactic innovations and orientation to Stem disciplines (Science, Technology, Engineering, Mathematics); investments in school buildings; fight against early school leaving; contrast to territorial gaps and widespread evaluation.
Within the center-left coalition, Italian left differs above all because it attacks the NRR which would fill “deserving” schools with money and unnecessary tutoring for schools in greater difficulty, while the evaluation system Invalsi he is accused of being quantitative and selective.
+ Europe, on the contrary, it promotes the Invalsi tests by even proposing “a system of incentives and disincentives for teachers according to the best results in terms of students’ preparation, as measured by the Invalsi tests”.
There are therefore differences in dealing with schools within the left-wing coalition.
Despite the choice to present a unified program, the differences are also considerable between the proposals of the main parties of the center-right.
Brothers of Italy it states some priority areas of intervention such as: contrasting early school leaving; updating of school programs; enhancement of the technical institutes and establishment of the high school of Made in Italy; interventions on school buildings; protection of equal schools also through the introduction of a school voucher; contrast to precariousness and didactic discontinuity; continuous updating for teachers. The program does not mention evaluation, and in the various interventions of party representatives, the abolition of standardized national surveys has even been proposed to increase the salaries of school staff.
The program of the League it differs in the proposals of: adjusting the salaries of teachers, reforming the cycles, adopting a long school time, increase the number of support teachers; strengthen school-work alternation, abolish distance learning, check the levels of knowledge / competence through the Invalsi tests.
Come on Italy proposes full-time in schools of all levels, state or equal, the reshaping of fees for nursery schools; the freedom of choice of families throughthe school voucher; the institution of the figure of the school psychologist; the introduction of digital teaching. The importance of evaluation is not emphasized.
Autonomy and scholastic equality, together with an adjustment of the salaries of teachers differentiated by merit, are at the center of the program of We Moderates.
Moving on to the third pole, the program of Action / Italia Viva provides, as salient points: the raising of compulsory schooling to 18 years and full time for each school grade; the enhancement of professionalism and the creation of a teaching career; the reduction of the maximum number of pupils per class; the redefinition of professional training; increased support for students with special educational needs; the redevelopment of all school buildings in ten years; freedom of educational choice. In particular, the Action program is the only one to make explicit and reference to the need for an evaluation system as a tool to identify the areas in which it is necessary to improve and give precise indications to the school, starting from the recognition of the role of standardized tests. .
As for the program of the 5 Star Movement, the key points consist of: adjustment of teachers’ salaries to European levels; reform of education cycles with the introduction of the “school of trades”; provision of a greater number of psychologists and pedagogues; no emphasis on evaluation.
If we want to sum up, net of the shareable statements of principle, there is a generalized difficulty in showing organic concepts of school coming from ideal visions. For this reason the proposals seem little more than a list. Proof of this is the almost total absence of considerations with respect to the teaching methods that are the true content of the school.
If the aims of educational institutions are not discussed, if the tools to implement them are not evaluated, the problem of the problems of the Italian school is not addressed: the increasing difficulty in intercepting the interest of children and enthusiastic about learning, which is a of the origins of the terrifying number of 543,000 annual abandonments.
Not only that, but also the level of competence achieved, if it is true that, as a survey carried out by Save the Children reveals, over 50% of students attending the first year of high school cannot understand a simple written text, that is does not have sufficient skills in basic skills such as reading and writing.
Uncertainty or lack of attention to evaluation is a consequence of this because when the object of teaching and learning is not clear, one does not even know what the quality of teaching is.
On the other hand, the inspiration of the Italian school dates back to the Gentile reform. Put simply, its system has never been updated with respect to all the changes that have taken place in a century.
Having said all this, there is also concern about the real ability to use the funds of the NRP to overcome situations of abandonment and inequality. We hope that something good will miraculously happen in the post-election period.
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