The national guidelines on the web.
Given the impact they have had the National Guidelines for the secondary schools, we wanted to see what he thinks in other sites that deal with school.
The CIDI ( www.cidi.it ), in a document dated 22/4/10, expresses, with an extensive and analysis, a strongly critical against the draft ministerial. With regard to method notes that the Department intervenes on the aims, objectives and cultural system of high schools without taking into account the autonomy of schools, without hearing the opinion of the parliamentary committees and, above all, without a preliminary discussion. What does today's "culture of selfless," "working culture", "high school"? What used to be "concerned citizens"? How to deal with loss and abandonment? What is the relationship between building knowledge, learned in school, independent research and testing of teachers? A failure to answer the basic questions like these take away any organic unity and coherence purpose or action that touches calendar, schedules, chairs, frameworks. E 'grave, also the absence of any reflection on the so-called "common" or "key competences for lifelong learning" to refer to compulsory education up to age 16. All of this, there are still indications for technical and vocational education system, suggesting an organ pipe, with rigid hierarchies, and between high schools, technical and vocational schools, both within the same between the different types of addresses.
Substance. Also, the imprecision of language does not help to find the educational and pedagogical requirements of information that, without reference even with the European recommendations (teaching skills defined for specifying the skills and knowledge, educational workshop, geared to the renewal of teaching methods. ...), a school with programs essentially offer encyclopedic, closed to the disciplinary renewal.
basically agree Maurizio Tiriticco ( www.educazioneduepuntozero.it / politiche_scolastiche ) that, by analyzing the reordering of the second cycle: What skills? "Says" ... it is not a reform era! It simply cut hours, discipline and teaching in the name of anything or, worse, a reconfirmation of the absolute inviolability of a system that dates back to 1923 "(remember the" back to the time when Bertha was spinning "and the controversy between Israel and Giorgio Claudio Gentile?) Even in his view to successfully set up a reform would be necessary: \u200b\u200b1) clarify the vision and mission of ' secondary education in a society in constant and rapid development, 2) pinpoint skills terminals, cultural and preprofessionalizzanti same for all students, and 3) joint or "paths with unique characteristics and for the certification of expertise and different" for connection to the world of work and / or further studies. Flexible pathways capable of pursuing "educational success" (Article 1, Regulation autonomy) and such, while cutting the time curricular activities to increase support, analysis and research for which a good education system can no longer do without. The two texts continue developing a comprehensive and timely analysis of critical text analysis that justifies the hard court at the initial document of the Ministry. At the same site, Daniela Bertocchi the 19 / 5, writing "About the National Guidelines for Schools: Italian language and literature," notes the inconsistencies between the "Profile cultural, educational and professional" described in Annex A of the "Regulations for high schools and FBO (specific learning objectives) of his discipline. Prevail above all other content than the powers, especially where there is limited literature to indicate a number of authors, almost mandatory. The final decision shall be final. "The format of the programs of the so-called index is probably the most serious problem and in fact inemendabile: one part strengthens the other old practices and offers an alibi to those who will not innovate (typically:" With everything that is not the same program certainly can do other things ").
We gave a glance at the opinion CNPI ( www.cidi.it/segnaliamo/cnpi28_4_2010PARERE_INDICAZIONI.doc ), released on 28 / 4, after the document of the CIDI, and there we took considerable critical remarks. In Brief notes are an inadequate "and organic unity of the education system and the high school in particular" and should be linked to the rules on the performance of compulsory education.
It 'difficult to identify the skills and knowledge with their concatenation. Teaching workshop should be of interest to all disciplines, not just some, because it allows "the reconstruction, integration and retention of knowledge." Again. "It 's revealed a certain discrepancy between the statements in Introduction and selection of subject content, ... [a'] merely nominal evocation of the learning objectives [identified] with arguments rather than the goals ... "The problem is particularly evident in the directions for philosophy in which the objectives are identified with the authors to be treated without any connection to other disciplines. Other findings include: detailed list of contents, which give rise to several cases, "unacceptable forgotten" the imprecision of language, the lack of emphasis on "... the acquisition of skills, including metacognitive function in the analysis of codes (linguistic, mathematical, musical and graphic) and their use .. Cross mandatory prerequisite for the continuation of studies for inclusion in the world of work for learning throughout life "," ... the opportunity to collaborate with the writers of the drafters of Information guidelines for technical and vocational schools. "There are criticisms to cultural references and relationships with other disciplines in the analysis of the specific issues of the teachings of Music and Citizenship and the Constitution. There seem to be of particular interest are the suggestions for "Support actions to claims", actions that are aimed at strengthening the autonomy of educational institutions by providing a multi functional staff and appropriate forms of support to training and development professional skills of school staff.
The conclusions stress the need "... to lay down more explicitly the key competencies to be added at the end of the first two years of high school to ensure the completion of compulsory education" is invited to overcome the separation between culture humanistic and scientific culture by enhancing the latter with emphasis, in the relevant disciplines, skills development than the amount of topics; A reconciliation of the training design with state exams declining clearly the minimum levels to be achieved is to give credibility to examinations is to ensure students the right to be judged on performance indicators clear and unequivocal. The delegation
CGIL-CIDI ( www.cidi.it / signals / voto.doc -declaration) to CNPI, despite having contributed to the elaboration of the opinion, has explained his vote against it because, in addition to a sharper criticism to ' cultural facility, wanted the document to the Committees of the School was accepted without any amendments that weaken it, that they are both clarified the legal status of the Guidelines is the location for their definition and role of CNPI, that they are provided a consultation school and a new opinion of CNPI.
Loris Borghi
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