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The Italian School System

The Italian School System. …and the reforms being made…. CATERINA RUNFOLA. Modernization and reorganization of the public school system. DELEGATION TO LOCAL GOVERNMENT The Law no. 59 of 15 March 1997 and the decree 112 of 31 March 1998 confer:. Delegation to the Regions: .

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The Italian School System

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  1. The Italian School System …and the reforms being made…. CATERINA RUNFOLA

  2. Modernization and reorganization of the public school system

  3. DELEGATION TO LOCAL GOVERNMENT The Law no. 59 of 15 March 1997 and the decree 112 of 31 March 1998 confer: • Delegation to the Regions: • - The programming of integrated education between schools and professional training • - The programming of school networks • - The subdivision of areas into ambits • - The evaluation of needs and malfunctions of schools, and of proposed activities and suggestions • - The school calendar • - Contributions to private schools • Promotional activities

  4. DELEGATION TO LOCAL GOVERNMENT The Law no. 59 of March 15, 1997 and the decree 112 of March 31, 1998 confer: • Delegation to the Provinces and to the Local Municipalities: - The founding, aggregation, fusion and suppression of schools - Plans for organization of school networks - Support activities for problem students (handicap or social drawback) - Plans for the utilization of school buildings and facilities - Promotional activities in agreement with schools - Cessation of lessons due to grave emergencies - Education of adults - Integrated intervention of school and professional guidance - Actions that favour equal opportunities of learning aimed at supporting students passing from one order of school to another - Actions which prevent failure and dropping out - Actions of Health Education

  5. The Law of March 15, 1997 no. 59 art. 21 ( Bassanini) • Outlines school autonomy • Transfers functions from the central authority to the peripheral organs • Increases authority and power of schools • Provides for reorganization • Confers legal status from Sept. 9, 2000

  6. School Autonomy The art. 21 of the law of March 15, 1997 no. 59 confers: • Autonomy in didactics and organization • Financial Autonomy • Autonomy in research, experimentations and develoment

  7. Didactics autonomy

  8. The Regulation of Autonomy The decree DPR March 8, 1999 no. 275 • Introduces the integrated planning of didactics and finances • Provides for the formulation of the POF (framework of the formation offered by a school), which is carried out by aiming at OBJECTIVES and it is developed in PROJECTS • Sets up the control of the administrative and accounting regularity outside the school

  9. The POF Art. 3 of the decree DPR 275/99 declares: The POF is thefundamental document which constitutes the cultural and planning identity of a school FIELD OF APPLICATION (the school) DURATION (long-term, referred to a course of studies) STARTING DATE ( the date of adoption by the Council of the School Institute ) CONTENTS : curricular plans, extra-curricular projects, formative and organizational planning In the POF there is the exercise of all aspects of school autonomy: DIDACTICS – ORGANIZATION – COSTS- RESEARCH

  10. THE POF: subjects and procedures • ALL COMPONENTS of the school • THE PRINCIPAL stimulates the necessary relations with external subjects that are to be involved • THE COUNCIL OF THE SCHOOL INSTITUTE decides on the policy to be followed in selecting school activities, in making decisions regarding administration and management • THE TEACHING BODY ELABORATES • THE COUNCIL OF THE SCHOOL INSTITUTE ADOPTS

  11. ORGANIZING AUTONOMY

  12. Autonomy in research, experimentation and development

  13. Financial autonomy: REGULATION OF ACCOUNTING The decree D.I. no. 44 of February 1, 2001 sanctions: THE FINANCIAL MANAGEMENT ORGANIZED BY OBJECTIVES AND PROJECTS • Separation between school functions and managing activities • Autonomy in designating available resources • Contractual autonomy

  14. The Reform of the school system (By the law no. 53 of March 28, 2003 and the Decree D.L.vo or Feb. 19, 2004 no. 59) MIUR

  15. Employment agreement Law Bassanini Law on State exams Law on School Autonomy Law 112 Regulation on autonomy Law on compulsory education Regulation on compulsory education Law 440 on the extension of learning opportunities Law 196 Law 144 on compulsory formation Reform Law M.P.I Regulation on compulsory formation Law on new orders of school Law on equal opportunities of learning Five year program to gradually bring on the reform Resolution of the House of Representatives Resolution of the Senate of the Republic Table of Norms

  16. Reform of the school system The Law no. 53 of March 28, 2003 and the decree D.L.vo of Feb. 19, 2004 no. 59 sanction: • FUNDAMENTAL PRINCIPLES • Promotion of the growth and the value of human life • Unity and coherence of the entire school system • Integration of the school system with professional training • Promotion of learning at all moments of life • Equal opportunities that enable all to reach the highest levels of culture and to develop abilities and competences • Development of historical awareness and of the sense of belonging to the local community, to the national community and to the European civilization • Raising the level of education and professional formation • Integration of the disabled • Personalizing the formative pathways • Promotion of the role of the family

  17. Reform of the school system The Law no. 53 of March 28, 2003 and the decree D.L.vo of Feb. 19, 2004 no. 59 sanction: ACCOMPANYING ACTIVITIES AND MEASURES: • Education and formation becomes a right and duty for at least 12 years; • Anticipated admission to pre-primary school and to primary school; • Computer studies; • Acquisition of linguistic abilities (in English and a in second European community language); • College education required for all teachers; • Arrangement of a national department of assessment; • The possibility to alternate school and work

  18. Reform of the school system The Law no. 53 of March 28, 2003 and the decree D.L.vo of Feb. 19, 2004 no. 59 sanction: • Infant school or pre-primary school which lasts 3 years • A cycle of primary education which lasts eight years and combines the former elementary school (now called primary) and the former middle school (now called Level 1 Secondary education) with the abrogation of the intermediate exam at the end of elementary school; • The subdivision of the first cycle of education in two-year courses, proceeded and followed by an initial year (in primary school) and a final year (in the Level 1 of secondary school) • A state exam to be admitted to the second cycle of education; • The subdivision of the second cycle into the lycèe or high school system (dependent on national government) and the vocational and training system (dependent on regional government); • The structure of the lycée system divided into eight courses • The duration of the regional vocational and training courses: three or four-year courses, to the qualification certificate exam; • Possibility of changing courses of studies and passing from one school to another

  19. The reform of the first cycle of education PORTFOLIO S.O.L. Tutor!!! CURRICULUM

  20. Infant School (pre-primary school) 25 - 48 hours weekly 5 days a week 875 - 1400 Hours a year 25/28 students per class September 1st June 30th

  21. Common General Education Primary school -ex elementary school- First year Two-year course Two-year course Level 1 Secondary education – ex middle school - Two-year course Last year State exam

  22. First cycle of education – from 6 to 14 years of age Total hours annual 891 + 99 + 330 hours Weekly total hours 27 – 30 - 33 - 40 ore TUTOR Docente tutor Specific objectives of learning (S.O.L..) For branches of learning Personalized plan of studies Portfolio of personal competences

  23. Upper secondary education In the Italian school system

  24. Classical Lycée Technological Lycée Art Lycée Lycée of life sciences Language Lycée Business Lycée Mathematics and Science Lycée Music Lycée

  25. OBJECTIVES OF LYCEES Objectives: • Transformation of “learning” into “knowledge” and “culture” • Knowledge and abilities as essential mediatores in cultivating an open, free and critical spirit

  26. The structure in professional training

  27. OBJECTIVES OF VOCATIONAL AND PROFESSIONAL TRAINING SCHOOLS OBJECTIVES: • Promote “knowledge” and “culture” by passing those notions and abilities necessary to master required competences in technical and professional fields.

  28. GENERAL PRINCIPLES • Rights and musts of education and formation • The Republic assures everyone the right to a full education and formation for at least 12 years ( up to 18 years of age) • Flexibility between different schools (passage from a lycèe course to a professional one and vice versa)

  29. THE STRUCTURE • REVISION OF THE 5TH TITLE OF THE CONSTITUTION • AUTONOMY • UNI EN ISO 9001:2000 NORM

  30. REVISION OF THE 5TH TITLE OF THE CONSTITUTION • Devolution • Transfer of authority to the Regions, to the Provinces and to the Local Municipalities

  31. AUTONOMY • Didactics • Administration • Management

  32. The UNI EN ISO 9001:2000 Norms • Quality as a means of management and improvement • Control of activities • Measuring and monitoring data

  33. THE PROFILE OF THE STUDENT • IDENTITY • CULTURAL MEANS • CIVIL COMMUNITY LIFE

  34. IDENTITY A) Self awareness B) Relating with others C) Vocational guidance

  35. CULTURAL MEANS • Elaborating an autonomous learning method • Reasoning on the why’s and the how’s in solving practical and abstract problems • Mastering expressive means • Having solid abilities in the use of the Italian language • Critical knowledge of mathematical concepts • Interpreting a work of art

  36. CIVIL COMMUNITY LIFE • Knowledge of the organization of the country and the duties of a citizen • Awareness of the values and the rules of the democratic life • Respect, care and improvement of the environment • Knowledge of the values that inspire the community regulations

  37. The Classical Lycée • The CLASSICAL LYCEE studies the classical civilization and linguistic, historical and philosophical knowledge • Provides thoroughness of method • Provides the means to take up any university studies

  38. THE CLASSICAL LYCEE • 924 hours for the first two years • 957 hours for the second two years • 858 hours for the fifth year

  39. Warning to navigators “It is necessary to learn to navigate in an ocean of doubts between archipelagoes of certainties” ( E. Morin)

  40. Thank you for your attention Mara Bonitta Administrative Director Primary School Maniago ( PN) Maria Audenzia Bufalo Headteacher Primary -1st Secondary School “Roncalli” Burgio (AG) Caterina Runfola Administrative Director Licée “Banfi” Vimercate ( MI)

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