Education yesterday, today Education, Education tomorrow? Gianni What will our future university, what they lived all those students who have graduated before us ... they should be questions in my sight, we should be asking how he came to know and why did this reform, the 133 reform, so little is shared by the right, from left, by teachers, students and researchers. We should ask ourselves why, how and what will happen in the next academic year.
First of all we should postpone our knowledge of the Second World War, namely the 1947, which launched the Italian Constitution was intended to Article 33, in the name of university autonomy:
"Art 33.
The art and science are free and they have free education.
The Republic lays down general rules for education and establishes state schools for all orders and degrees.
Public and private persons have the right to establish schools and educational establishments at no cost to the state.
The law, in setting out the rights and obligations of non-state schools which request parity, must ensure that these schools full freedom and their pupils an education equal to that of pupils in state schools.
are prescribed examination for admission to the various types and grades of schools or their termination and for certification in the practice.
Institutions of higher learning, universities and academies, have the right to their own regulations within the limits established by State law. "
Well, after that the Italian university underwent three major reforms, more or less accompanied by processions , demonstrations, critiques, supports ...
The first scenario is defined sessantottino policy, because they were liberalized access to the various faculties dropping the constraint imposed by the Gentile reform on the transition through the classical high school. On October 31, 1969 by Decree No 1236 President of the Republic was launched the first major university reform.
was with the advent of the academic year 2000-2001 which set out the major reform Berlinguer - Zecchino (born from the Draft Martinotti 1997), now known to most students as the famous "3 +2". The reform was implemented immediately, so that next year already 97% of the Italian Faculties subject to the "new order". The reform, which now explain in short, wanted to be a kind of "Americanization" or "forced Europeanization" of education, as many call it, remodeling the old degrees of 4 (eg mathematics) or 5 years (eg psychology) degrees in brief (three-year, comparable to the "bachelor") and advanced degrees (two years), with the possibility of adding that previously existed, the masters, specialist schools ... etc ...
The reasons for this reform have been, according to spokesman ministers, all quite different dall'europeizzazione forced suspects: the average age of Italian graduates was too high than the European average and 2 / 3 of registered not in education. The immediate result of the reform were the growth in student numbers, in fact after only two years there were almost 8,000 undergraduate courses, some with less than ten members, the training offer has been extended in such a way as to make the courses study that were defined at the national level strictly limited, in fact several different addresses today are activated and result in the individual universities. The reform has resulted not indifferent about the consequences of the labor market, which was found before a number of new graduates whose titles were slightly different, but perhaps equivalent (for example psychology Labour - ergonomic psychology). The reform introduced in university life the famous "credits", which we now define as a collection of stamps of the coop, and these very often prevent access to some graduate programs require the student and recent graduate in three years to integrate a mole Examination as to make him lose a year, sometimes, and it must be emphasized that there is not always a course that follows the three-year degree.
The structure of the reform has been focused on the relationship between training and production by making the former to the latter. The new universities, as well delineated, is assigned the task of training professional cadres intermediate task previously entrusted to state employment agencies or directly to companies. This new commitment is the reshaping of training: three years of base you should add two more years of expertise where necessary to master or courses (the university to work has been so long: before the reform there is a degree in physics in four years, in 5 hours and are almost always required master, courses ...). The main idea of \u200b\u200bthis division is the hierarchy of the course: every degree (Bachelor, degree courses and specializing) gives the student a different level of education which corresponds to a specific role in the rigid hierarchy the corporate world, business, professional and free labor.
The scheme also involves 3 +2 training at the end of the encyclopedic character of the five-year courses and four against a more functional specialization of knowledge and technique that has been reserved in new figures today strictly sectoral. But here we are
the fateful "last major reform: reform Tremonti - Brunette - Gelmini, better known as Law 133/08.
not really know anything yet about the changes in curricula, more money invested in one area or another, training etc ... ... so far it is only aware of what the university will no longer Italian: The Italian universities and research will not have nearly 1.5 billion euro in five years.
The cuts stem from several factors, but all summed up in one word: waste, which must be streamlined and stripped. Question ourselves about how "costs" each of us to Italian university. The OECD data provide an annual expenditure per student ranging from $ 24,370 to 12,446 in the U.S. for France in 8026 and for Italy, but on the other hand there are those who maintain, as Roberto Perotti in "The Italian University System: Rules vs. Incentives "and again in" The University tweaked, Einaudi: lack of funding is a myth. Taking due account of the fact that a significant number of students no longer has a relationship with the university and therefore does not weigh in any way on university facilities, the annual spending per student in Italy is "the highest in the world after the United States, Switzerland and Sweden. Nevertheless, the cuts, which are more or less heavy, but will lead to something (reduction in student services, reduction of infrastructure, deterioration of educational quality, reduction in research activities). We intend to
second crucial point: Universities as Foundations.
The Senate in fact will be able to resolve the transformation of the University Foundation in a gathering of private funding, the implications of that decision would be:
- cancellation of the public nature of
University - Division of Universities in Foundations of series A and B according to the economic capacity of the region belong
- cancellation of the right study
- leveling of the difference in tuition fees than private universities
In addition, the reduction of turn-over, which as written in the law should only take place until 2012. This reduction would result in a su10 new hires compared to the number of retirements in 2009, 1 in 5 new recruits to the number of retirements in 2010 and 2011 and 1 in 2 recruitment than the number of retirements in 2012. This, perhaps, is the result of the erroneous assumption of the faculty: the university students increased by 7% while the number of teachers by 25% without overlooking the fact that over the past five years have been banned by 13,232 seats and 26,000 have been recruited for a total of 300 million euro.
Since 2001 (the year in which the law was passed Zecchino - Berlinguer) to the present degree courses increased from 2,444 to 5,500, perhaps more satisfying the demands of teachers instead of students should be the case. In fact, in Italy there are 27 degree programs with a single student, and there are also courses with zero members (eg. Religion studies in Florence). Universities are 90 with 330 branches (in the region for example, there are Pordenone, Gorizia, Portsmouth ...) and 170 000 teaching activities, compared to 90,000 the European average.
323 degree no more than 15 students enrolled, and 20 Italian universities are on the brink of financial crisis, just think of the scandal at the University of Florence in fact, that even with the accounts in red have the luxury of owning 40 acres of land (San Casciano Val di Pesaro) to produce oil, wine and brandy, and the Rector had allocated some € 1.2 million to the university budget to turn the soil on a farm.
But if it is true that the cuts will reduce services because some universities, such as that of L'Aquila has a deficit of € 12 million committed approximately 95.5% of the fund to pay salaries? Stressing also the fact that this is illegal comprising: Law 449/97 Art. 5, paragraph 6.4 states that the fixed costs and personnel required for the role of state universities can not exceed 90 percent of government transfers on the back for the regular financing.
Perhaps what most worries the Italian university is the possible inability to study, is the possible inability to graduate, the possible inability to do research to help humanity, to increase universal knowledge. Perhaps this is what will cause the university foundations. And that is what worries me. E 'to stress however that the Italian education (schools, universities and research) is taken as a bipartisan staff: no saving cuts, but nobody does anything to criticize in a productive manner that is our future.
[a provision equivalent to that of the Law 133 (possibility for universities to become private foundations) was approved by the center (Amato government) in 2000 and came into force in 2001. This is the Decree of the President of the Republic 254/2001 "Regulation on criteria and modalities for the establishment university foundations of private law, pursuant to 'Article 59, paragraph 3, of Law December 23, 2000, No 388.]
[Minister Mussi has taken away much of what is taking Tremonti: as told by the neo-Rector of Wisdom: "He took € 87 million to research and give them to drivers who were protesting the high cost of gasoline. Clearly it was a choice of 'then Minister of' Economics, Padoa Schioppa, Mussi, but said nothing]
There was never, in my view, a minister of education capable of realizing what the students and the body teaching required; nobody has bothered to implement a dialogue, not even today. No Minister has never bothered to know what was more appropriate for children, teenagers and university students. It would only be fun to reflect those nice politicians sitting on their chairs in "human skin" on the fact that their salary and blue cars are the first in the European Union.
The term "University of the barons," and no one denies that it is false, just think of all those faculties which are carried out by families, uncles, cousins, and friends of friends. But these cuts will not help. Will not help us, not help people who want to do, will help researchers who have made multiple publications of a professor who is settant'enne clinging to the chair with teeth and nails.
I think it's time to put your hands in your pocket to our professors, to get their hands in their pockets at our universities, deans, researchers, and the chancellor: only by knowing what our waste, what are our investments can mediate and mitigate the cuts, preventing the University of Trieste fall in the disintegration and destruction.
support the idea of \u200b\u200bsome students, my classmates (and Priel Kit), to implement collaborative working between groups of students and teachers: it's time to take up the pedagogical and psychological studies about school education, the ' education, vocational training because the current reform has touched, by Order 137, important points for personal development: separate classes for immigrant children, classes, spring, reduction of support for disabled children.
The school organization must be based on research, studies and not on cutting-fetched to safeguard the country's debt.
This article is intended to be critical from all points of view: I do not defend the Italian university, not defending the new reform, let alone old ones. I wish, I think like most of you, to change, reform and rational set of ideas and socially, psychologically and pedagogically correct, constructive for us and for the whole country.
[attach a power point presentation that could clear his head: http://docs.google.com/Presentation?id=df7m4p3x_1gbb6bjfm]
