The Italian School SystemThe Italian School System
……and the reforms being and the reforms being made….made….
CATERINA RUNFOLA
Modernization and Modernization and reorganization of the public reorganization of the public school systemschool system
Ministry of Education, University and Research
Department of estimation of budget, human resources and information Department of Education
Department of University.high education in art, music and dance,
scientific and technological research
Regional Board of Education
Department of Administrative Services
SCHOOLS
DELEGATION TO LOCAL DELEGATION TO LOCAL GOVERNMENT GOVERNMENT The Law no. 59 of 15 March 1997 and the decree 112 of 31 The Law no. 59 of 15 March 1997 and the decree 112 of 31 March 1998 confer:March 1998 confer:
• Delegation to the Regions: 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
DELEGATION TO LOCAL DELEGATION TO LOCAL GOVERNMENT GOVERNMENT The Law no. 59 of March 15, 1997 and the decree 112 of The Law no. 59 of March 15, 1997 and the decree 112 of March 31, 1998 confer:March 31, 1998 confer:• Delegation to the Provinces and to Delegation to the Provinces and to
the Local Municipalities: 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
The Law of March 15, 1997 no. The Law of March 15, 1997 no. 59 art. 21 ( Bassanini)59 art. 21 ( Bassanini)
• Outlines school autonomyOutlines school autonomy
• Transfers functions from the central Transfers functions from the central authority to the peripheral organsauthority to the peripheral organs
• Increases authority and power of Increases authority and power of schoolsschools
• Provides for reorganization Provides for reorganization
• Confers legal status from Sept. 9, Confers legal status from Sept. 9, 20002000
School Autonomy School Autonomy The art. 21 of the law of March 15, 1997 no. 59 The art. 21 of the law of March 15, 1997 no. 59 confers:confers:
• Autonomy in didactics and Autonomy in didactics and organizationorganization
• Financial Autonomy Financial Autonomy
• Autonomy in research, Autonomy in research, experimentations and develomentexperimentations and develoment
regulate the durationand the development
of each subject
regulate the durationand the development
of each subject
chose criteria which overcome failures andacknowledge credits
chose criteria which overcome failures andacknowledge credits
take allactions necessary
to ensure scholastic success
take allactions necessary
to ensure scholastic success
guaranteethe evaluation
of studentsand of the service
offered
guaranteethe evaluation
of studentsand of the service
offered
regulate the amount of annual teaching hours;
determine the teaching unit and the individual teaching methods
regulate the amount of annual teaching hours;
determine the teaching unit and the individual teaching methods
Individual schools
Individual schools
Didactics autonomy
The Regulation of AutonomyThe Regulation of Autonomy The decree DPR March 8, 1999 no. 275 The decree DPR March 8, 1999 no. 275
• Introduces the integrated planning of Introduces the integrated planning of didactics and financesdidactics and finances
• Provides for the formulation of the POF Provides for the formulation of the POF (framework of the formation offered by a (framework of the formation offered by a school), which is carried out by aiming at school), which is carried out by aiming at OBJECTIVES and it is developed in PROJECTSOBJECTIVES and it is developed in PROJECTS
• Sets up the control of the administrative and Sets up the control of the administrative and accounting regularity outside the schoolaccounting regularity outside the school
The POF The POF Art. 3 of the decree DPR 275/99 Art. 3 of the decree DPR 275/99 declares:declares: The POF is theThe POF is the fundamental document fundamental document
which constitutes the cultural and which constitutes the cultural and planning identity of a schoolplanning identity of a schoolFIELD OF APPLICATION (the school)FIELD OF APPLICATION (the school)
DURATION (long-term, referred to a course of studies)DURATION (long-term, referred to a course of studies) STARTING DATE ( the date of adoption by the Council of STARTING DATE ( the date of adoption by the Council of
the School Institute )the School Institute ) CONTENTS : curricular plans, extra-curricular projects, CONTENTS : curricular plans, extra-curricular projects,
formative and organizational planningformative and organizational planning In the POF there is the exercise of all aspects of school In the POF there is the exercise of all aspects of school
autonomy: autonomy: DIDACTICS – ORGANIZATION – COSTS- RESEARCH DIDACTICS – ORGANIZATION – COSTS- RESEARCH
THE POF:THE POF: subjects and procedures subjects and procedures• ALL COMPONENTS of the schoolALL COMPONENTS of the school
• THE PRINCIPAL stimulates the necessary THE PRINCIPAL stimulates the necessary relations with external subjects that are to be relations with external subjects that are to be involvedinvolved
• THE COUNCIL OF THE SCHOOL INSTITUTE THE COUNCIL OF THE SCHOOL INSTITUTE decides on the policy to be followed in selecting decides on the policy to be followed in selecting school activities, in making decisions regarding school activities, in making decisions regarding administration and managementadministration and management
• THE TEACHING BODY ELABORATESTHE TEACHING BODY ELABORATES
• THE COUNCIL OF THE SCHOOL INSTITUTE THE COUNCIL OF THE SCHOOL INSTITUTE ADOPTSADOPTS
ORGANIZING AUTONOMY
The School Institutes
Adapt the School Calendar
Total hours of the curriculum
Schedule of subjects and activities
Employment of teachers
Adopt the modalities of organization
In line with
The General Objectives
The bettering of the course of Studies Offered
Autonomy in research, Autonomy in research, experimentation and developmentexperimentation and development
School Institutes, individually or in networks,
supervise
School Institutes, individually or in networks,
supervise
Planning and assessment
Planning and assessment
Modernizing methods and didactics
Modernizing methods and didactics
Diffusion of information, experiences
and didactic material
Diffusion of information, experiences
and didactic material
The training and refreshing of all
school employees
The training and refreshing of all
school employees
Financial autonomy: 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 autonomyContractual autonomy
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
Table of NormsTable of Norms
• Employment agreementEmployment agreement• Law BassaniniLaw Bassanini• Law on State examsLaw on State exams• Law on School AutonomyLaw on School Autonomy• Law 112Law 112• Regulation on autonomyRegulation on autonomy• Law on compulsory Law on compulsory
educationeducation• Regulation on Regulation on
compulsory educationcompulsory education• Law 440 on the Law 440 on the
extension of learning extension of learning opportunitiesopportunities
• Law 196Law 196
• Law 144 on compulsory Law 144 on compulsory formationformation
• Reform Law M.P.IReform Law M.P.I• Regulation on compulsory Regulation on compulsory
formationformation• Law on new orders of schoolLaw on new orders of school• Law on equal opportunities Law on equal opportunities
of learningof learning• Five year program to Five year program to
gradually bring on the gradually bring on the reform reform
• Resolution of the House of Resolution of the House of RepresentativesRepresentatives
• Resolution of the Senate of Resolution of the Senate of the Republicthe Republic
Reform of the school system Reform of the school system The Law no. 53 of March 28, 2003 and the decree D.L.vo of The Law no. 53 of March 28, 2003 and the decree D.L.vo of Feb. 19, 2004 no. 59 sanction:Feb. 19, 2004 no. 59 sanction:
• FUNDAMENTAL PRINCIPLESFUNDAMENTAL PRINCIPLES
• Promotion of the growth and the value of human lifePromotion of the growth and the value of human life• Unity and coherence of the entire school systemUnity and coherence of the entire school system• Integration of the school system with professional trainingIntegration of the school system with professional training• Promotion of learning at all moments of lifePromotion of learning at all moments of life• Equal opportunities that enable all to reach the highest levels of Equal opportunities that enable all to reach the highest levels of
culture and to develop abilities and competencesculture and to develop abilities and competences• Development of historical awareness and of the sense of Development of historical awareness and of the sense of
belonging to the local community, to the national community and belonging to the local community, to the national community and to the European civilizationto the European civilization
• Raising the level of education and professional formation Raising the level of education and professional formation • Integration of the disabledIntegration of the disabled• Personalizing the formative pathwaysPersonalizing the formative pathways• Promotion of the role of the familyPromotion of the role of the family
Reform of the school system Reform of the school system The Law no. 53 of March 28, 2003 and the decree D.L.vo of The Law no. 53 of March 28, 2003 and the decree D.L.vo of Feb. 19, 2004 no. 59 sanction:Feb. 19, 2004 no. 59 sanction:
ACCOMPANYING ACTIVITIES AND MEASURES:ACCOMPANYING ACTIVITIES AND MEASURES:• Education and formation becomes a right and Education and formation becomes a right and
duty for at least 12 years;duty for at least 12 years;• Anticipated admission to pre-primary school and Anticipated admission to pre-primary school and
to primary school;to primary school;• Computer studies;Computer studies;• Acquisition of linguistic abilities (in English and a Acquisition of linguistic abilities (in English and a
in second European community language);in second European community language);• College education required for all teachers;College education required for all teachers;• Arrangement of a national department of Arrangement of a national department of
assessment;assessment;• The possibility to alternate school and workThe possibility to alternate school and work
Reform of the school system Reform of the school system The Law no. 53 of March 28, 2003 and the decree D.L.vo of The Law no. 53 of March 28, 2003 and the decree D.L.vo of Feb. 19, 2004 no. 59 sanction:Feb. 19, 2004 no. 59 sanction:
• Infant school or pre-primary school which lasts 3 yearsInfant school or pre-primary school which lasts 3 years• A cycle of primary education which lasts eight years and combines the A cycle of primary education which lasts eight years and combines the
former elementary school (now called primary) and the former middle former elementary school (now called primary) and the former middle school (now called Level 1 Secondary education) with the abrogation of the school (now called Level 1 Secondary education) with the abrogation of the intermediate exam at the end of elementary school;intermediate exam at the end of elementary school;
• The subdivision of the first cycle of education in two-year courses, 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 proceeded and followed by an initial year (in primary school) and a final year (in the Level 1 of secondary school) year (in the Level 1 of secondary school)
• A state exam to be admitted to the second cycle of education;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 The subdivision of the second cycle into the lycèe or high school system
(dependent on national government) and the vocational and training (dependent on national government) and the vocational and training system (dependent on regional government);system (dependent on regional government);
• The structure of the lycée system divided into eight coursesThe structure of the lycée system divided into eight courses• The duration of the regional vocational and training courses: three or four-The duration of the regional vocational and training courses: three or four-
year courses, to the qualification certificate exam;year courses, to the qualification certificate exam;• Possibility of changing courses of studies and passing from one school to Possibility of changing courses of studies and passing from one school to
anotheranother
The reform of the first cycle of The reform of the first cycle of educationeducation
PORTFOLIO
S.O.L.
Tutor!!!
CURRICULUM
Infant School (pre-primary school)
875 - 1400Hours a year
25 - 48 hoursweekly
September 1stJune 30th
5 daysa week
25/28 students per class
Common General Education
First year Two-year course Two-year course
Primary school-ex elementary school-
Two-year course Last year State exam
Level 1 Secondary education – ex middle
school -
First cycle of education – from 6 to 14 years of age
Total hours annualTotal hours annual891 + 99 + 330 hours891 + 99 + 330 hours
Specific objectives of learning Specific objectives of learning (S.O.L..) (S.O.L..)
For branches of learningFor branches of learning
Weekly total hoursWeekly total hours27 – 30 - 33 - 40 ore27 – 30 - 33 - 40 ore
Personalized plan of studiesPersonalized plan of studies
Portfolio of personal Portfolio of personal competencescompetences
Docente tutorTUTOR
Upper secondary Upper secondary educationeducation
In the Italian school In the Italian school systemsystem
The SchoolReform
“Level1” of SecondaryEducation
“Level2” of SecondaryEducation
PrimarySchool
Pre-primaryeducation
Classical Lycée
Art LycéeTechnological Lycée
Language Lycée
Business Lycée
Music Lycée
Mathematics and Science Lycée
Lycée of life sciences
OBJECTIVES OF LYCEESOBJECTIVES OF LYCEES
Objectives:Objectives: Transformation of “learning” into Transformation of “learning” into
“knowledge” and “culture”“knowledge” and “culture” Knowledge and abilities as essential Knowledge and abilities as essential
mediatores in cultivating an open, mediatores in cultivating an open, free and critical spiritfree and critical spirit
The structure in professional training
The Region organizes:
Five year courses
Diploma of higher professional training
Training in enterprises
Vocational training
Three-year courses
Qualification as professional operator
Four-year courses
Diploma of professional technician
OBJECTIVES OF VOCATIONAL AND OBJECTIVES OF VOCATIONAL AND PROFESSIONAL TRAINING PROFESSIONAL TRAINING SCHOOLSSCHOOLS
OBJECTIVES:OBJECTIVES: Promote “knowledge” and “culture” Promote “knowledge” and “culture”
by passing those notions and by passing those notions and abilities necessary to master abilities necessary to master required competences in technical required competences in technical and professional fields.and professional fields.
GENERAL PRINCIPLESGENERAL PRINCIPLES
• Rights and musts of education and Rights and musts of education and formationformation
• The Republic assures everyone the The Republic assures everyone the right to a full education and formation right to a full education and formation for at least 12 years ( up to 18 years of for at least 12 years ( up to 18 years of age)age)
• Flexibility between different schools Flexibility between different schools (passage from a lycèe course to a (passage from a lycèe course to a professional one and vice versa)professional one and vice versa)
THE STRUCTURETHE STRUCTURE
• REVISION OF THE 5TH TITLE OF THE REVISION OF THE 5TH TITLE OF THE CONSTITUTION CONSTITUTION
• AUTONOMAUTONOMYY
• UNI EN ISO 9001:2000 NORMUNI EN ISO 9001:2000 NORM
REVISION OF THE 5TH TITLE OF REVISION OF THE 5TH TITLE OF
THE CONSTITUTIONTHE CONSTITUTION
• DevolutionDevolution
• Transfer of authority to the Regions, Transfer of authority to the Regions, to the Provinces and to the Local to the Provinces and to the Local MunicipalitiesMunicipalities
AUTONOMYAUTONOMY
• DidacticsDidactics
• AdministrationAdministration
• ManagementManagement
The UNI EN ISO 9001:2000 NormsThe UNI EN ISO 9001:2000 Norms
1)1) Quality as a means of management Quality as a means of management and improvementand improvement
2)2) Control of activitiesControl of activities
3)3) Measuring and monitoring dataMeasuring and monitoring data
THE PROFILE OF THE THE PROFILE OF THE STUDENTSTUDENT
• IDENTITYIDENTITY
• CULTURAL MEANSCULTURAL MEANS
• CIVIL COMMUNITY LIFECIVIL COMMUNITY LIFE
IDENTITYIDENTITY
A) Self awarenessA) Self awareness
B) Relating with othersB) Relating with others
C) Vocational guidance C) Vocational guidance
CULTURAL MEANSCULTURAL MEANS
• Elaborating an autonomous learning methodElaborating an autonomous learning method
• Reasoning on the why’s and the how’s in Reasoning on the why’s and the how’s in solving practical and abstract problemssolving practical and abstract problems
• Mastering expressive meansMastering expressive means
• Having solid abilities in the use of the Italian Having solid abilities in the use of the Italian languagelanguage
• Critical knowledge of mathematical conceptsCritical knowledge of mathematical concepts
• Interpreting a work of artInterpreting a work of art
CIVIL COMMUNITY LIFECIVIL COMMUNITY LIFE
• Knowledge of the organization of the Knowledge of the organization of the country and the duties of a citizencountry and the duties of a citizen
• Awareness of the values and the rules Awareness of the values and the rules of the democratic lifeof the democratic life
• Respect, care and improvement of the Respect, care and improvement of the environmentenvironment
• Knowledge of the values that inspire Knowledge of the values that inspire the community regulations the community regulations
• The CLASSICAL LYCEE studies the The CLASSICAL LYCEE studies the classical civilization and linguistic, classical civilization and linguistic, historical and philosophical historical and philosophical knowledgeknowledge
• Provides thoroughness of methodProvides thoroughness of method
• Provides the means to take up any Provides the means to take up any university studiesuniversity studies
The Classical LycéeThe Classical Lycée
• 924 hours for the first two years924 hours for the first two years
• 957 hours for the second two years957 hours for the second two years
• 858 hours for the fifth year858 hours for the fifth year
THE CLASSICAL LYCEETHE CLASSICAL LYCEE
HIGH HIGH SCHOOLSCHOOL
ADDITIONAL ACTIVITIES
DIDACTICAL AND FORMING OBJECTIVES
UNIVERSITYPERIOD OF TRAINING
Warning to navigatorsWarning to navigators
““It is necessary to learn to navigate in an It is necessary to learn to navigate in an ocean of doubts between archipelagoes ocean of doubts between archipelagoes
of certainties”of certainties” ( E. Morin) ( E. Morin)
Thank you for your attention Thank you for your attention
Mara Bonitta Mara Bonitta Administrative Director Primary School Maniago ( PN)Administrative Director Primary School Maniago ( PN)Maria Audenzia Bufalo Maria Audenzia Bufalo Headteacher Primary -1st Secondary School “Roncalli” Headteacher Primary -1st Secondary School “Roncalli”
Burgio (AG)Burgio (AG)Caterina RunfolaCaterina Runfola Administrative Director Licée “Banfi” Vimercate ( MI) Administrative Director Licée “Banfi” Vimercate ( MI)