| a Ministry of Education Directive No. 113 Rome, December 19, 2007 HAVING REGARD TO THE MINISTER Consolidated in education in the Legislative Decree April 16, 1994, No 297, CONSIDERING the decree of the President March 8, 1999, No 275, Regulations for rules on school autonomy, pursuant to art. Law 21 of March 15, 1997, No 59 Having regard to Law 28 March 2003, No 53, delegating the Government to define general standards of education and essential levels of performance in education and training, CONSIDERING the Legislative Decree 19 February 2004, no 59, contains general rules for kindergarten and the first cycle of education and, in particular the provisions relating to secondary school I able, CONSIDERING the ministerial decree dated 31 July 2007, with whom you have a first, gradual implementation of the Guidelines for the curriculum in kindergarten and the first cycle of education; VISTA 5 November 2007 Ministerial Order No 92 on the recovery of debts educational institutions in upper secondary level but given the need to prevent and combat early school failure in the achievement of learning right from secondary school level I, and whereas the primary need to strengthen learning in mathematics and in Italian, in the light of international surveys show that a situation of serious problem in these subjects by the students after the first cycle of education, to assess the advisability of preparing a phased plan of action in support of learning in mathematics and Italian language to students of lower secondary school degree, with appropriate use of financial resources for recovery activities; issued the following Directive2 a priority to combat early school leaving, post long been the focus of the debate in Europe and became a primary objective of the Lisbon agenda is a commitment to our country and a challenge to get to school success and training thousands of young people and for all independent schools a priority of utmost importance. Rising compulsory education with the Law No 296/2006 and, in particular, the measures that they must support the implementation during the initial two years of high school courses through actions and programs targeting the prevention and combating of dispersion, for the achievement of academic success, are the most recent interventions in this direction. The "Guidelines for the curriculum for kindergarten and the first cycle of education", adopted by Ministerial Decree of 30 July 2007, identify the goals, the goals of competence and learning goals, based on each institution The curriculum also prepares independent programming of particular interventions can be individualized. In particular, for secondary school degree, the identification of new targets of competence defined in the Guidelines for the curriculum and appropriate regulatory measures, aimed at greater rigor and engagement in learning, have provided for the restoration of admission to the proceedings' State examination and the introduction of appropriate national test in the state exams at the end of the first cycle of education. The legislative measures prepared by the Law No 1 / 2007 for the recovery of debts in educational function of the state final and the most recent administrative actions to support the students in this action to overcome the shortcomings in the various disciplines in order to actually achieve the levels of learning expected to represent educational institutions and in particular for teachers a renewed commitment to professional and social. The reflection that accompanies this month showed overall commitment, among other things, such as the failure to achieve the same level of learning and leakage, marked by abandonment and by repeating the year, often have roots much further away from the stage in which they occur . Strategies at school level in this context is therefore particularly timely to draw attention to the need for educational success through the daily actions of teachers and a constant attention to the quality of learning that also means time to fill existing gaps in preparation base. In this regard, useful reference tools for action and the organizational arrangements proposed at the time by the law of 4 August 1977, no 517 and confirmed more broadly in the Regulations for autonomy (DPR 275/99). The autonomous schools, in identifying the organizational arrangements will have to reference the value of the "centrality of the person" who is learning, as emphasized by the "Guidelines for the curriculum for kindergarten and the first cycle of education," issued by Ministerial Decree 30 July 2007. Within the general strategies promoted at the individual school in order to ensure the achievement of targets set, can be placed, by supplementing with the programming of the POF, a reinforced continuous action and additional work with dedicated and managed co-responsibility, particularly in the transition from primary to secondary school. 3 Specific interventions to support and recovery as part of an effective fight against school drop-out to achieve successful training schools, in their autonomy, implement diverse models of intervention and adopt solutions and organizational learning in relation to special educational needs also specific support measures. In this perspective, the Administration intends to take supportive action and recovery with a program of financial assistance for schools secondary schools they adhere to the program and provide for special initiatives, particularly concerning students attending the first year, defined by the nature of training needs and aimed at improving the level of learning in the disciplines that are the most widespread shortages, since the language Italian, for its characteristics of transverse and mathematics, which presents the most common critical elements. To encourage student participation in the initiatives of support and recovery is appropriate that schools inform parents promptly. A proposal for a collaborative institutions wishing to join the Programme of Action by submitting proposals for the regional school work will be incurred based on the financial resources available to each Regional Education Office (the action you seek, to boot, covering the year 2007, an initial amount of 5 million euro). Given the importance of the objectives underlying the proposed action, the share of financial resources can be increased with available resources in line with the objectives. Following provisions will be issued with the criteria for examining the proposals, taking into account primarily the schools that register the most difficult situations. Monitoring and evaluation of outcomes that INVALSI are setting for the current school year will form the background reference regarding the effectiveness of a constructive form of cooperation between schools and school administration autonomy, by providing appropriate information on the improvements achieved in the levels of preparation and a specific support action learning educational institutions. In the personal use of the prerogatives of the governing bodies of the school and for the aspects of regulation of labor relations, negotiation of the jurisdiction of the school head teacher is required to promote and support the steps necessary to ensure the conduct of the planned activities. They are being taught and additional activities in case they are carried out within the school calendar of lessons, both in case they take place outside of that period, if they do not constitute additional work carried out (using the 20% share (compensation between disciplines, substitute teaching, etc..) referred to the Ministerial Decree No. . 47/2006. The methods of using teaching and non teaching staff to be employed in the activities in question are defined in the bargaining school hours and additional to what is paid to the extent provided for by existing contractual arrangements for activities support and recovery. Minister Giuseppe Fioroni f.to |
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