The Italian School System

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The Italian School System

• and the reforms being made.

CATERINA RUNFOLA
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Modernization and reorganization of the public
school system
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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

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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
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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

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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

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Didactics autonomy
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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

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The POF Art. 3 of the decree DPR 275/99
declares

• The POF is the fundamental 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

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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

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ORGANIZING AUTONOMY
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Autonomy in research, experimentation and
development
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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

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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
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Table of Norms

• 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

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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

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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

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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

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

• In the Italian school system

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

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The structure in professional training
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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.

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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)

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THE STRUCTURE

• REVISION OF THE 5TH TITLE OF THE CONSTITUTION
• AUTONOMY
• UNI EN ISO 90012000 NORM

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REVISION OF THE 5TH TITLE OF THE CONSTITUTION

• Devolution
• Transfer of authority to the Regions, to the
  Provinces and to the Local Municipalities

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AUTONOMY

• Didactics
• Administration
• Management

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The UNI EN ISO 90012000 Norms

• Quality as a means of management and improvement
• Control of activities
• Measuring and monitoring data

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THE PROFILE OF THE STUDENT

• IDENTITY
• CULTURAL MEANS
• CIVIL COMMUNITY LIFE

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IDENTITY

• A) Self awareness
• B) Relating with others
• C) Vocational guidance

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CULTURAL MEANS

• Elaborating an autonomous learning method
• Reasoning on the whys and the hows 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

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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

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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

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THE CLASSICAL LYCEE

• 924 hours for the first two years
• 957 hours for the second two years
• 858 hours for the fifth year

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Warning to navigators

• It is necessary to learn to navigate in an ocean
  of doubts between archipelagoes of certainties
  ( E. Morin)

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• 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)