The high-quality school is the one that respects the right to education and to equal opportunities, and that above all guarantees real and concrete opportunities for the future of its students. In fact, efficiency is not achieved neither by ideologies, nor by vetoes or taboos, especially by the taboo linked to a sort of fear of “contamination” between the world of education and the world of work, which clearly shows the braking system that lies on Italy.
The text of the bill to reform the education system just released by the Chamber is an opportunity for our country to prove its competitiveness. In fact, in Europe, Italy is one of the few countries where unemployment continues to rise, and where the number of the NEETs – young people who do not study or work – is of two and a half million units. These numbers are unsustainable for a country that still wants to be considered as one of the greatest industrial powers of the world.
Starting from the Individual to climb back to the top means to enhance the economy of knowledge and to guarantee appropriate reference tools and spaces where people can realize their own potential. It also means to be brave and to act with strength starting from the main points of our current education system. Investing in individuals means to promote the educational success making available an articulated training that as well as providing knowledge will also guarantee the acquisition of practical skills that would fit for the personal characteristics of the individual as well as for what is actually required by the work world.
To the “good school” belongs the credit for the great attention paid to the importance of the dialogue between the world of education and the world of work, and for having promoted the realization of moments of knowledge and frequency in the production industry for the students. The normative effects of this reform are several and more significantly and exhaustively identifiable in the new rules about the alternation school-work, according to which there will be 400 hours of work for the students of the last three years in technical and professional institutes, and 200 hours for the ones studying in high schools; in the re-launch of the apprenticeship system; and in the hypothesis of realizing “territorial laboratories for the employability” – institutional places for training and innovation, in which “orientating the training towards the main strong point of the ‘Made in Italy’, according to the vocation of each territory”.
All these purposes will require equally important support actions, as for example subsidies to the enterprises that will adhere to the project, or tutors responsible for the teaching and supervision of the project, or the coordination of the apprenticeship.
These purposes, without a doubt, mark a cultural reversal of how the school system is viewed, a school too often and for too long closed and self-referential, oriented towards crystallized knowledge, towards frontal didactical methods, a theoretical and not practical approach, towards a closure against its interlocutor, represented exactly by the work world.
The wish is to introduce strengthening and supporting elements to this new approach in the vocational training, that represents the real challenge, on which is based the capacity of our current education system to plan and guarantee the future.
Anna Paola Sabatini – Director Educational Office (Molise Region)
Translation provided by Maria Rosaria Mastropaolo