School, Technical Education Reform in the sights of the unions: “No to market logic”

The reform of the technical and professional institutes of the Minister of Education and Merit Giuseppe Valditara is about to arrive in the Senate. Criticisms from Flc Cgl, Cisl and Uil.

Technical education reform in the sights of school unions. The reform of the technical and professional institutes of the Minister of Education and Merit Giuseppe Valditara is about to arrive in the Senate. Reduction of school courses from 5 to 4 years on an experimental basis, establishment of Its Academy, more hours of school-work alternation, expansion of the teaching offer and revision of the conduct grade among the key points of the Ministry’s reform.

Uil Scuola Rua is strongly against it. “From the beginning – the general secretary of the Uil Scuola, Giuseppe D’Aprile, underlines to Adnkronos – we have been strongly against this reform project. For this reason it should be reviewed as a whole. It is going in a direction that worries us”. According to D’Aprile “we should avoid the introduction of a competitive and competitive mechanism regulated and conditioned by the market to increase its efficiency. The school – he highlights – must remain outside the logic of the market, it must not provide skills but knowledge. kids need a solidly articulated basic culture and to know the fundamental concepts of each discipline”.

Reform “rejected” also by the Flc Cgil. “The government – the general secretary of the trade union, Gianna Fracassi, stigmatizes to Adnkronos – is launching a profound reform of secondary schools starting from a detailed bill on the professional technological supply chain and this without foreseeing any comparison with the world of school , nor public debate. Furthermore, since the approval times of the bill make its approval in time for the 2024/25 school year unfeasible, the shortcut of a ministerial decree is used which anticipates the experimentation of the project in schools. It seems to us that the ploy represents a slap in the face of the role of Parliament.”

“On the merits – reiterates Fracassi – our opinion on the bill is negative: We point out that the reduction to four years and the teaching activities planned together with local companies, with the replacement of part of the teaching staff with “experts”, true heart of the project, will produce the fragmentation of programs on a local basis with evident consequences on the unitary structure of the national education system”.

“For this reason – he concludes – as Flc Cgil we launch an appeal to the parties and institutional subjects to ensure that this bill is stopped and that we do not proceed towards the obvious privatization of parts of the public education system”.

The leader of the CISL Scuola, Ivana Barbacci, therefore speaks of “lights and shadows”. “We see the lights but also the shadows of the innovation that we aim to introduce – underlines Barbacci to Adnkronos – to which schools will be able to participate voluntarily. It is right to make schools and the world of work communicate more, or to reduce the gap between demand and supply of technical skills, but a plurality of reform interventions are overlapping, with the risk of confusing ideas for families and students rather than giving new impetus to the technical and professional education system”.

“In fact, administrative acts are being defined for the application of the reform of the technical institutes, requested by the Pnrr and approved in the last legislature, while the experimentation of the DDL 924 chain evidently responds to a different vision, the result of a different political context. The shift of one year of the reform of the Technicians should at least ease the stress of the schools, dealing with too many new things while the enrollment phase is imminent”.

“Unfortunately – adds Barbacci – the timing of the discussion of the new provision in the Senate compresses the space for a debate that should have a broader scope, especially on the contents of the training offer. In this regard, it is essential to avoid the risk of a “specialising” drift, today not even appreciated by companies, which have every interest in having a workforce open to continuous training and innovation processes”.

“There is also a lack of investments, we persist in the habit of wanting to carry out reforms at zero cost. However, the guarantee of maintaining the teaching staff unchanged, despite the reduction of the courses to four years for the schools that join, is good. Other problems – he concludes – could arise from the possible conflict of competences between the state and the regions, the latter owners of the VET courses, who are also involved in the new supply chain”.