Valditara: letter to all parents with work and study opportunities for their children

from Gianna Fregonara

The report of the Rocca foundation: many reforms in the Italian school but no change for human capital. The minister: I will send a letter to all the families to explain the job opportunities

We ask the government for a long perspective – says Gianfelice Rocca – because too many ministers have changed but the school numbers have not changed. We need a twenty-year pact, echoes the former education minister Francesco Profumo, now president of the Compagnia di San Paolo foundation. And in fact to scroll through the 120 pages of the report School, the numbers to change (Rocca Foundation, 10 euros), presented yesterday in Rome at the conference moderated by Ferruccio de Bortoli, is an impressive succession of graphs that demonstrate how the weaknesses and difficulties of Italian schools from 2010 to 2020 have not been overcome. They haven’t gotten worse, true, but they haven’t gotten better either. Yet, after the 2008 cuts, some resources have arrived and above all many legislative changes (and many assumptions) have been made. But they remain7.3 per cent implied dispersion (students with a diploma but without skills), an average age of teachers which is the highest in Europe (50.2 years), a 15 per cent difference in preparation between North and South, a maximum salary that is reached after 39 years of profession and only one in 100 college graduates dreams of being a teacher. All with a cost for school, which in absolute terms is not much lower than that of other European countries. An emergency situation according to the president of Confindustria Carlo Bonomi: In a while we will have more teachers than students due to the demographic crisis. We can’t afford 27 percent NEETs: sadly the reforms so far have been made more for teachers than for students with a trade union exchange that is not the right path even for teachers and school leaders. And this has not affected the employability of the students at the end of the course.

A letter to all parents

The Minister of Education and Merit Giuseppe Valditara mentions an answer. She wants to restart the social elevator that stuck since ’75. There are over a million unfilled jobs and companies are not finding the right skills. There are two strands on which the minister wants to move. The first the orientation: by the end of the school year, the families of eighth grade students will receive a letter from the minister which will contain all the data on the opportunities not only scholastic but occupational in the area of ​​residence: I want an alliance for merit – he reiterates – that solves concrete problems, I would like us to pass from the school of social selection to that of the valorisation of talents, that those who have a practical and not an abstract intelligence do not lose. He recalls the anecdote of his school friend who made planters with tires and that a more adequate school would have been able to valorise as much as me who had eight in Latin and Greek. And here comes Valditara’s second proposal: change the teaching of mathematicsmake it suitable for kids. Enough of abstract teaching, we need increasingly personalized training with a teacher who takes charge of those who have difficulties and those who are exceptional students.

Catching up on the delay due to Covid

An approach that convinces those present, such as Luca Cordero di Montezemolo. Attilio Oliva, of the Treellle Foundation proposes to open schools also to private individuals because the monopolistic system can be dangerous, he returns to themes that have always been dear to him such as la evaluation of teachers, with a system of awards, and more generally on the idea of ​​having to change the organizational model of the school which no longer works. Andrea Gavosto, director of the Agnelli Foundation, also focuses his attention on preparation and teacher training: It is fine to invoke the autonomy of the schools but if the preparation of the teachers is not adequate, also the fictitious autonomy. The reform of initial training was approved in the spring, which now provides for a master’s degree and an internship for those who want to become a teacher, but the issue must also be addressed of the career of teachers. Not only that, according to Gavosto the question of the (devastating) effects of Covid on school and learning should also be re-proposed in the debate: Unfortunately it has been removed but it concerns an entire generation: no one is asking the problem of recovering learning.

November 17, 2022 (change November 17, 2022 | 20:33)

Valditara: letter to all parents with work and study opportunities for their children