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(en) Italy, Anarkismo.net: None of the schools is a "good school" by donato romito (it, pt) [machine translation] (it, pt) [machine translation]

Date Wed, 19 Nov 2014 15:04:14 +0200


In all Italian schools and online took place with some discomfort consultation (non-binding of course) on the government plan now known as The Good School. ---- In the "good school" government Renzi, training becomes a new area of investment likely to produce profit from the economic to the investor (preparation and practical training to the market = willing to spend to achieve it) and at the same time testing laboratory criteria of social differentiation. ---- THERE 'S WORST SCHOOL OF "GOOD SCHOOL" ---- In all Italian schools took place with some discomfort consultation (non-binding of course) on the government plan now known as The Good School. This is not the first time that you make a consultation of the genre (like parodies were activated by the ministers Berlinguer, then Moratti, then again Fioroni).

So, I'm almost 20 years that we see government attempts to put in place a process of devolution of public education as to reduce the costs of standards consistent with the fiscal policies imposed by the culture of debt. The debt, in fact, appropriate not only for the actual working time of employees and the population as a whole, but also exerts a pre-emption on the future of each and the future of society as a whole. It does not escape the school. The Italian, then, as the monopoly of the state, with a presence ancillary individuals, typical of the liberal state, it is more useful to time the reproduction of the system of values that you want to convey nor the structure of production and the labor market to it functional.

Individuals must be able to enter the field of education not only to open another sector to private investment, and therefore profit, but what better and more consistent bearers of the "new values". The formation becomes short, a new field of investment likely to produce profit from the economic to the investor (preparation and practical training to the market = willing to spend to achieve it) and at the same time laboratory testing criteria of social differentiation.

The reasons why the Jobs Act and "The Good School" are held, are thus found in some of the most well-known and obvious over the last two decades:
the permanent insecurity, (at work, in life, in social relations and human);
mobility in the area (uprooting from socio-cultural context in relation to the needs of production, suppression of the combining sites through the fragmentation of production facilities);
individualization of working with the absence of a system of social security rights attenuated ..;
the disappearance of solidarity between individuals and generations (deletion of guaranteed health care, pension, ....).

While all this is (should be) going to the notorious perfidy of capitalism, there is on the left, with delay and some embarrassment, that has now broken the covenant between value typically Enlightenment and liberal secular education and state education all bourgeois democracy and constitutional values, which could make possible a meeting between liberalism and socialism.

The time is therefore ripe to take a further step forward in the transformation of public education in school is open to particular cultures, groups trend; belonging to religious, linguistic, territorial, dial census in the name of the autonomy of schools and ... market.

The Good School seeks to recover the time lost due to the now historic social opposition to such projects and gives an acceleration of the process, many without even pretense. Chapters 5 and 6 of white paper are brutally eloquent in this regard.

If the premise of the government document that is 40% unemployment in Italy is independent of the crisis, but to a school which is not the people with the science required by companies, follow from predictable recipe sauce best companies.
The famous Italian dual system

That is school-work required in the last three years of technical schools and extended by one year in the professional, with at least 200 total hours per year (by 50 days to four hours two months, in a course of study is complete ... Just watch me '!) with participation of teachers specially trained tutors. By and in businesses, we fear.

And 'provided the marketing of goods and services produced by the students and the school will use the revenue to improve teaching. As they do different Agricultural Schools.

The charming formula of the shop-school students in contexts that include business-related crafts.
Finally, the training in the last two years of high school.

Teaching workshop (nice definition, no ?, but ...)

The plan is to strengthen the laboratories of all secondary schools from next year with the purchase of new machines (3D printers, laser cutters, robot, ....), but there is no mention of restoring or copresences with teachers Laboratory (eliminated by Gelmini), nor the many hours cut in recent years. It would take 100 million a year. And who gave them to us? So it is necessary to involve private companies. So Business School and co-design training programs, aimed at the production, which will be connected to economic incentives, possibly eliminating the red tape (read: democratic controls) that slow down the process.

Recognition of the changing labor

Provides the mapping of the application of skills in the national system, directs the youth in the areas of business in the territory and allows you to review the ad hoc curricula.

In short, the school appears to be functional only in the creation of workers and the education of citizens. It provides a strong intervention, tax incentives, companies and private foundations who become stars of "industry-oriented education to work." It 'not so much an attempt to exploit the hidden free labor of young people by reducing labor costs for companies.

Where are the resources?

Because, as the government's plan, "Public resources are not enough to fill the needs of investment in our school" (page 124) involved the private resources "can help transform the school into a true Collective Investment "(page 124). But to do so, schools must become foundations, so they will be able to manage resources from outside (the former undersecretary Aprea center-right governments could ask the copy-right, but no, it will be happy .... !!).
Companies that invest in schools have tax breaks and labor at no cost through the school-work, to shop for post-school students and craft apprenticeship in the last two years. There are also bonuses School tax breaks for businesses and foundations and School, Guarantees, sort of bonuses handed out if the investment creates employment for young people in school.

But do not miss the creative financing Crowdfunding with encouraging forms of microcredit by individuals (eg. Parents), through fundraisers and collections (already available for download in the tax return); or with the Matching Fund, a mechanism by which every euro made by the citizens, the State will make available to another; and finally the Social Impact Bond, a mechanism of financing resources for the school. Swaps for school autonomy !?

So goodnight obligation constitutional right to education. You download costs on families. It relies on private financing in exchange for tax breaks and unpaid work and models of creative financing, as dangerous as still full of nothing.

This access of individuals in training, however, requires that by removing counterweights and collegiality, and re / constructed the internal hierarchy is necessary for school autonomy with power company. The previous chapters concerning the organization of work and remuneration therefore deserve a specific treatment.

It's enough to set off a mass mobilization for groped to steal once the school of the Republic made several attempts to downsize and whenever partly dammed. Among the anti-landslide movements, trying to save from collapse knowingly pursued some of the deserving -with all contraddizioni- institutions in the country, and now we miss so much that for half a century he built, defended and fought for another school can , secular, egalitarian excellence, which takes care of all * and * each according to his means.

Donato Romito

* Article published in No. 173 of the monthly libertarian "Cinderella", Bologna, Italy in November 2014, www.cenerentola.info .

Bibliographic Resources

"Micromega", No. 6/2014, Rome August 2014
" The minimum program of anarchist communists , "Papers Libertarian Alternative, Florence 1998
"Unicobas", Journal of the Confederation Basic Unicobas, No. 75, Rome, October 2014
Good school for whom? - Edited from "The Union is another thing in FLC-CGIL Opposition" Tuscany in October 2014
labuonascuola.gov.it
Related Link: http://www.fdca.it
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