The National Council of Education is a body founded in 1974. Has as its mission is to provide professional and technical advice to the minister, sometimes at the request of the Minister, other times because obliged to do so. President is the Minister of Education, and consists of 74 directors, the majority elected by the various categories of school personnel
The Council debunks the regulation under which the Minister intends to reorganize the school and the first cycle. Not hard to believe. The preamble of the opinion is written that, already in November 2008, after the approval of the basic laws of "counter-reform" Gelmini (No. 133 and No. 169) had expressed "strong concern and disagreement still on the choices that, if confirmed, will ... a deconstruction quantititiva and quality of training. " The Council had asked for this "a thorough review of actions taken from what was planned for primary schools with the introduction of the teacher and the only time of 24 hours per week." With the opinion, to whom he gives a summary, it was confirmed and deepened this trend. Who wants the full text can download by right-clicking on the link in the Documents section of the file. The opinion was expressed that it is "mandatory" because the government had to request it, but unfortunately it is not "binding" that is not binding on the department to adapt to it. The Ministry of Destruction said: "The Cnpi is a purely consultative body to act, and shall never be welcomed a reform school because he is a conservative body which seeks to defend the status quo." He adds, "we must review its composition, reforming it to make it less political and trade union do its part by increasing but the technical nature of its opinions." Translated that means you want to create a committee of experts ready to assent to any rule that "Daggers" is still the public schools.
Opinion of the National Council of Education on the draft regulation on the revision of the organizational and teaching in kindergarten and first cycle education
Ministry of Education, University and Research - Department
Directorate General for Education for the Ordinances of the National System of Education and school autonomy - Secretary of the National Council of Education
Assembly of February 12, 2009
THE NATIONAL COUNCIL OF EDUCATION
expresses its opinion as follows:
school autonomy
With a route that gives the autonomous schools prerogatives with regard to flexibility, and compensatory interventions in support of excellence, are open structural measures that severely limit the same autonomy. E 'expected, in fact, the zero on the satisfaction and indeed of all forms of use of various tasks from the teaching staff in the front. A choice that the school not only impacts heavily on the quality of training, but undermines the role and design skills of the college professors who could to date rely on the use of staff to make the school the opportunities mentioned above.
Application of structures regulated directions
The planned structural changes are significant and involve, in primary and secondary levels, even classes after the first, beyond the provisions of law . Not taking into account: the choices of organizational and teaching school, the choices already made by the families, the practice of a gradual implementation of changes to regulated directions, it makes a complete dismantling of school organization in place.
Consistent with the work of the Committees horizontal addition to the considerations expressed in the introduction, the following are the observations and findings that emerged in those locations.
Committee Landscape Nursery
The Committee also complains that the revival of the advance if it recognizes a key constraint in the primary legislation. That challenge comes primarily from the consideration that does not respect the right of children to have secured educational environments "designed" for their age, then for reasons of pedagogy as the advance is likely to affect the identity of the cultural and educational Italian kindergarten, valid for consolidated global summits. The Committee also previous experiences are not positive on the advance and , rather it should be noted that the management of the institution of the advance has been left to the exclusive request of the families thus causing a negative impact on quality of training.
As to the timing of operation of the kindergarten COSMAT welcomes that the time of operation remains subject to the rules above, and therefore retains co-ownership model for teachers in at least 40 hours per week. This form of operation permits simultaneous actions of teachers more strategically useful, especially in the context of today who see a thick and generalized complexity in the life of the sections. This mode allows an adequate educational provision and implementation of an organizational model that meets the different, diverse and specific educational needs of children in this age group.
To ensure quality education in kindergarten is an essential reference to: - number of children for a section that does not exceed 25 units - a contemporary of the teachers ensured in every model of operation - adequate space need for safe movement of children from three to six years - a school environment made functional learning - supporting in-service training.
The educational project proposed by the school must take account of these indicators and must also be able to take advantage of the resources necessary for its realization. The organization of school-time model based on 40 hours per week-is already the most popular with families, but also the most functional to ensure that the school time could become an "education day". For these reasons, the Committee believes that this working model should be proposed as the "preferred model" for higher-yielding pedagogical-didactic.
Landscape Committee Primary School
With the devices are provided "exceeds the previous spatial form and the coexistence. " The Regulations replace, even during the transitional phase after the first classes, the lecturers despite delegating laws do not provide such a solution deconstructing educational models in place. The Regulation is silent, however, the criteria for the determination of staff to "meet the timetable of educational activities" for classes that will not work on the model of "single master".
In replacing the previous stance that it interferes with the autonomy of educational institutions. In fact, the model provided by a class teacher and working for 24 hours per week, that the law 169/08 provided only as a way of organizing classes for the first, offers the choice of families, it becomes, immediately, "the model" of public school. This will make residual other models, except for full time. This could take 27 or 30 hours per week were subjected to availability of staff despite the current demand for school time remains for 93.4% of the classes called "a module" with a time less than 30 hours per week .
The claim that the classes after the first "... continue to work according to the model schedule in place" but "without needing "compromise essentially changing the rules and abandoning a well-established practice of gradual implementation of the changes regulated directions, the ability of the pupils concerned to complete their course of study based on the choices made in the same boot, eroding the principle of continuity.
The removal of co-hours / contemporary is a drastic worsening of the offer, organizational flexibility and induces a compensatory search for resources outside the school setting is not always guaranteed and which produce further differentiation of the training.
The organization of full-time as envisaged in paragraph 7 of Article 4 has strong structural limitations: the cancellation of presence and their transformation into organic institution that reorganizes the offer of this organizational model based on co-ownership of two teachers per class who share the educational interventions.
CONCLUSIONS
The National Council of Education strongly criticizes the choice of underlying fund of order because it is inconsistent with the rights of the autonomous schools, injured on the principles governing the educational autonomy, organization, research, testing and development.
The Council notes that the Rules, envisage a wide range of times in school, can feed the family expectations, in the absence of appropriate and related resources, can hardly be fulfilled putting the school in the difficult position of having to reorient and reorganize the choices on offer.
The Council considers, finally, that the issues raised up a training framework that:
- compromises the effectiveness of training in kindergarten and the first cycle of education,
- affects the dignity public educational institution,
- not offer equal opportunity and choice throughout the country.
0 comments:
Post a Comment