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

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


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


• 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)

Documents

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