Italy is a country which has always been little investment on the training of people, especially on a mass training. A country that continues to consider a sustainable education system that leaves behind a large part in the paths of individuals to whom it applies.
The effects of this shortsightedness are obvious and serious. The statistics, in fact, a decade in our country tell us that the school drop out rate is much higher than the European average. In Italy too many children are forced or choose not to graduate, because of economic and cultural leave, even before of 16 years, your course of study.
The statement can not be considered an investment that families, according to their means, do it for the future of their children, must, as written in the constitution, a right and duty of all.
Globalization, despite its great contradictions, we know, is not a zero sum game: it is also an opportunity for all. For all individuals, like all nation-states, to measure their talents and resources for questioning and make progress.
We can not think, however, that a challenge like this can be captured and "play" to the best of a community of people brought to decide on its future by looking to the past, looking to their economic and cultural conditions of departure, rather than to their abilities and ambitions .
Only by putting people in terms of choosing their own path in life and to live freely in our country will turn into a modern community, to the occasion. A community - or a combination of multiple communities, school autonomy - freedom of individuals to address their future.
In Italy the right to study the laws are the sole responsibility of the Regions. This legislation creates a very uneven in different areas, who have left even the freedom to decide on cultural approaches employed, from region to region, in the absence of a national framework within which to place their action.
They range from the regions, based on a model that tries to take care of all of the conditions, many allocate funds for scholarships, transportation, textbooks, etc. .. For others that do conceive the right to study as a "reimbursement" of expenses incurred on those families who freely choose or you can afford to spend and invest on the education of children. Often, this model is reflected in bonuses handed out to the families of students of private schools.
course between these two models, if taken as an extreme, there is a majority of regions that allocate very little gray and / or interested much less in terms of social and political right to study, ignoring the first centrality of economic policies within the region.
For some time the center-left, youth organizations, student associations, calling for a national framework law on the right to study setting the levels minimum guarantees in all regions, we also think that on this issue is necessary to consider, from region to region because there can be a different cultural setting in place all under the same conditions to study, because it would have different settings on the sense of the school.
our school, we know, is still based on the model of the now prehistoric Gentile reform, with the building when Venice was still inhabited in 1923, whose thinking was to have an education system that may play a role in literacy mass, and separate in 14 years the boys would choose a high school: the ruling class, and those who would choose a technical or starting professional work force.
Net assessments about what was wrong, back in '23, to have a school system in which an individual's place in society was almost irretrievably determined by the choice of school, it is clear that this equipment, especially today is impossible, after the Italian company, the labor market, the level of banal mass literacy have changed. Today we have a society where the illiteracy rate, at least one, is very low, where the number of members of the university has grown exponentially, in which the technical work has become specialized work. Today the school should start school autonomy, enhance any training in the same way, having united, not separated, as in the logic of the right knowledge and know-how.
In the third millennium, the "Knowledge", understood as a set of knowledge and skills necessary to do the job, increased by much. This fact should make us reflect on how important it is to invest more on training system, which must prepare students to deal with the university, or let them enter the world of work with the specialized technical skills.
The relationship between school and work, represent an innovation that was strong in our education system is managed very badly. Today, students in internships in most work for companies that participate in their training rather than exploiting them shamelessly for tasks that have very little training. On this we can act with an action that is primarily a complaint, to protect those still within the education system, was sent to prepare the coffee - also for free-a holding that it should contribute to its formation. The theme of a national status of students in internships, is long overdue.
The school should not be understood as a selection tool, but as a space where students can accumulate on all disciplines, with the help of a class teacher who does not treat them as users of a service, but to help them find and create their own areas of interest. To implement this ambitious goal, that rhetoric can be expressed with ease, you need a totally new concept of teaching in high schools, starting from the full realization of school, trying to bring it to life not only with extra-curricular projects, utilities on, but boosted by a mechanism that is quite flexible for students who come out from the rigid system to try to meet as much as possible to the capabilities and interests of each student.
There is much to change here, but it must clarify our ideas, we must reflect on the way to school tomorrow, as seen from the left, making students feel really part of a community, creating a school that not include all the political model of 6, but with the flexibility needed to meet the difficulties as to the quality of each student.
The school that we are culturally distant from the vision of the right, which sees the school as a place where you can measure, in which the boys immigrants, even those born in Italy, but with skin of another color, to be placed in separate classes.
true We believe in inclusion, not based on doing good change, but based in accordance with the principle of a public school for all, giving the opportunity for foreign students to integrate fully in the training system, enabling him to have the same tools as those leaving a better condition financially and culturally, the only way to defeat the reigning stupid and eternal fear of the foreigner, the different.
Why November 17th?
On 17 November, 1939 the Nazi occupiers killed nine students and their teachers at the University of Prague. On November 17, 1973, a tank struck the Technical University of Athens in order to suppress the student uprising against military dictatorship. On November 17, 1989 in Czechoslovakia, the commemoration of the '39 became the beginning of the revolt against the regime.
Charter of the students and secondary school students
Article 1 - Life in the community School
1. The school is a place of training and education through study, knowledge acquisition and development of critical consciousness.
2. The school is a community of dialogue, research, social experience, informed and democratic values \u200b\u200band time to personal growth in all its dimensions. In it, each with equal dignity and diversity of roles, works to ensure education for citizenship, the realization of the right to study, developing the potential of each and the recovery of the disadvantaged, in accordance with the principles enshrined in the Constitution and the Convention on the Rights of the Child signed in New York November 20, 1989 and with the general principles of Italian law.
3. The school community, interacting with the wider community and civil society of which it is part, is basing its project and its educational impact on the quality of teacher-student relationships, contribute to the personality development of young people, including through awareness education and the enhancement of gender identity, their sense of responsibility and their individual autonomy and pursues the attainment of objectives appropriate to the changing cultural and professional knowledge and integration into working life.
4. Life the school community is based on freedom of expression, thought, conscience and religion, mutual respect of all the people who compose it, whatever their age and condition, the rejection of any ideological barrier, social and cultural.
2 - Rights
1. The student is entitled to a qualified professional and cultural training that respects and values, including the orientation, the identity of each and is open to the plurality of ideas. The school seeks continuous learning and promotes the personal inclinations of the students, including appropriate information, the opportunity to make demands, to develop topics freely chosen and to make autonomous initiatives.
2. The school community promotes solidarity among its members and protects the right to privacy of the student.
3. The student has the right to be informed on the decisions and rules that govern the life of the school.
4. The student has the right to active and responsible participation in school life. The school administrators and teachers, in the manner provided for in the Rules of institution, activate a constructive dialogue with students choices of their competence in the field of educational planning and goal setting, organization of the school, criteria for evaluation, selection of books and teaching materials. The student has the right to a timely and transparent assessment, aimed at starting a process that leads to self-identify their strengths and weaknesses and improve their performance.
5. Where a decision significantly affects the organization of school students at secondary school level, even at their request, may be called upon to express their views through the consultation. Similarly in the cases, and the rules may weaves s be consulted middle school students or their parents.
6. Students have the right to freedom of learning and exercising the right to independently choose between the curricular activities and complementary activities between the optional extra offered by the school. The curricular educational activities and additional optional activities are organized according to time and conditions that take into account the learning pace and needs of life of the stud bodies.
7. Foreign students are entitled to respect for cultural and religious life of the community to which they belong. The school promotes and supports initiatives for the reception and the protection of their language and culture and the creation of intercultural activities.
8. The school is committed to progressively put in place the conditions to ensure: a.
an environment conducive to the growth of the person and a service-learning educational quality;
b. additional training opportunities and integrated, including through support of initiatives taken freely by the students and their organizations;
c. concrete steps for the recovery situations of disadvantage and delay as well as prevention and recovery of early school leaving;
d. the health and safety environments, which should be adapted to all students, even with a handicap;
e. the availability of adequate technological equipment;
f. support services and health promotion and counseling.
9. The school provides its own rules and discipline in the exercise of the right of assembly and assembly of students at grade level, and course of organization.
10. The rules of the governing institutions and guarantee the exercise of freedom of association within the upper secondary school, law students individually and in combination to play in initiatives the school and the use of premises by students and groups they belong to. The regulations of the schools also promote the continuity of the relationship with alumni and their associations.
3 - Duties
1. Students are required to attend courses regularly and diligently to fulfill the commitments of the study.
2. Students are required to have against the school head, teachers, staff throughout the school and their peers the same respect, even formal, claiming for themselves.
3. In exercising their rights and fulfilling their duties, students are required to maintain appropriate behavior and consistent with the principles set out in article 1.
4. Students are required to follow the organizational arrangements and security regulations issued by the individual institutions.
5. Students are required to properly use the facilities, equipment and teaching aids in school life and to behave so as not to damage the heritage of the school.
6. Students share the responsibility of making the friendly and caring school environment as an important quality factor of school life.
4 - Discipline
1. Regulations of individual schools identify the conduct constituting disciplinary misconduct with respect to the duties listed in Article 3, the smooth relations within the school community and specific circumstances of each school, its sanctions, the competent bodies and to impose its proceedings, according to the criteria listed below.
2. The disciplinary measures were educational purpose and tend to strengthen sense of responsibility and the restoration of proper relationships within the school community.
3. The discipline is personal. No one shall be subjected to disciplinary action without first being invited to put his case. No breach of discipline related to the behavior can influence the degree of profit.
4. In no case may be penalized, either directly or indirectly, the free expression of opinions expressed correctly and not violating another's personality.
5. Sanctions are always temporary and proportionate to the breach of discipline and inspiration, as far as possible, the principle of repairing the damage. They take into account the personal circumstances of the student. The student is always given the opportunity to convert them to work in favor of the school community.
6. The sanctions and measures leading to expulsion from school are always taken by a collegiate body.
7. The temporary removal of student from the school community can be applied only in cases of serious or repeated breaches of discipline, for periods not exceeding fifteen days.
8. During periods of removal must be provided, where possible, a report with the student and his parents as to prepare a return to the school community.
9. The expulsion of the student by the school community can be placed even when crimes are committed or that there is danger to the safety of people. In this case, the duration of removal is proportionate to the seriousness of the offense or the continuing danger. It applies to the extent possible the provisions of paragraph 8.
10. In cases where the courts, social services or the objective situation represented by the family or by the student against doing the return of belonging in the school community, the student is allowed to enroll, even during the year, to another school.
11. The disciplinary sanctions for misconduct committed during exam periods are imposed by the examination board and are also applicable to external candidates.
5 - Appeals
1. For the imposition of sanctions under Article 4 comma7, and for its actions, the provisions of Article 328, paragraphs 2 and 4 of Legislative Decree 16 February 1994, No 297.
2. Disciplinary action against several those referred to in paragraph 1 may be used by students in upper secondary school and from parents in middle school, within 15 days of their imposition, to guarantee an appropriate body within the school, established and governed Regulations of individual schools, part of which is at least one representative of students in secondary school and parents in middle school.
3. The body of the guarantee referred to in paragraph 2, at the request of secondary school students or anyone with an interest, including conflicts that arise within the school on the application of this Regulation.
4. The device manager of the school administration decided definitively on complaints lodged by the students of secondary school or from anyone with an interest, against violations of this regulation, even in the regulations of institutions. The decision was taken after consulting binding of an organ composed of guarantee for the high school by two students appointed by the Provincial Board, three teachers, one parent designated by the school board, provincial, and
occupied by a person of high moral qualities and civilians appointed by the head of the school administration device. For the college in place of Students are nominated two other parents.
6 - Final provisions
1. The regulations of schools and charter services provided by diposizioni in force are adopted or amended after consultation with the students in secondary school and parents in middle school.
2. Of this regulation and the basic documents of each school is provided with copies to students at registration.
3. Chapter III of the repealed E RD May 4, 1925, No 653.
Italian Constitution
Article 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 fixing the rights and obligations of non-state schools which request parity, must ensure them full freedom and their pupils an education equal to that of pupils in state schools.
It is a required 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.
Article 34
The school is open to all.
Education , which is imparted to at least eight years, is compulsory and free.
Capable and deserving pupils, even without financial resources, have the right to attain the highest levels of education.
The Republic gives effect to this right by scholarships, allowances to families and other provisions, which shall be assigned through competitive examinations.
Charter of Fundamental Rights
Article 14 - Right to education
1. Everyone has the right to education and access to vocational and continuing education.
2. This right includes the right to receive free compulsory education.
3. The freedom to found educational establishments with due respect for democratic principles, as well as the right of parents to ensure education and teaching of their children according to their religious, philosophical and pedagogical are respected, in accordance with the national laws governing the exercise.
