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THE ITALIAN SCHOOL SYSTEM

Istituto Comprensivo Arenella - Palermo. THE ITALIAN SCHOOL SYSTEM. COMENIUS 1.3 – 2005/2006 “Welfare at school”. Stages of education Curricular control and content Distribution of responsibilities Financing Teachers’ Training. Stages of Education. Pre-primary education.

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THE ITALIAN SCHOOL SYSTEM

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  1. Istituto Comprensivo Arenella - Palermo THE ITALIAN SCHOOL SYSTEM COMENIUS 1.3 – 2005/2006 “Welfare at school”

  2. Stages of education • Curricular control and content • Distribution of responsibilities • Financing • Teachers’ Training Comenius 1.3 - 2005/2006 - "Welfare at school"

  3. Stages of Education Pre-primary education Compulsory education Upper secondary education Comenius 1.3 - 2005/2006 - "Welfare at school"

  4. Pre-primary education Day-care centres are available for children up to the age of 3. From then on, children can attend nursery school, which is the first stage of the schooling system. Nursery schools are free of charge. In school year 2003-2004 pre-primary education is available for children who reach 3 years of age before 28 February 2004. Comenius 1.3 - 2005/2006 - "Welfare at school"

  5. Compulsory education Children should be aged 6 to attend primary school. In school year 2003-2004 primary education is available for children who reach 6 year of age before 28 February 2004. From the 1999/2000 school year, education is compulsory between the ages of 6 and 15, thus including the first year of upper secondary school. Comenius 1.3 - 2005/2006 - "Welfare at school"

  6. Upper secondary education Comenius 1.3 - 2005/2006 - "Welfare at school"

  7. Length of the school day/week/year The school year comprises about 200 days between the beginning of September and the end of June. Schools open five or six days, full or half days, depending on the institution. Primary and secondary schools offer from a minimum of 27 to 40 hours of teaching a week. The length of lessons is usually 60 minutes. The minimum number of annual teaching hours is 891 plus: at primary level 99 additional hours for the organisation of learning optional activities and at lower secondary level 198 additional hours. Comenius 1.3 - 2005/2006 - "Welfare at school"

  8. Curricular control and content The general curriculum is nationally determined and adapted to local needs by each school. At primary level, the core curriculum comprises Italian, a foreign language, mathematics, sciences, humanities, social studies, ICT, art, music and physical education. Religious education is an optional subject. At lower secondary level, a second foreign language, Civil Studies and technical education is added. Teachers select teaching methods, textbooks and materials. At upper secondary level, central government determines basic curricula for each type of education and gives guidance on teaching methods. Core subjects common to all institutions are Italian, history, a modern foreign language, mathematics and physical education. Comenius 1.3 - 2005/2006 - "Welfare at school"

  9. Distribution of responsibilities Education in Italy has traditionally been centrally administered. Since the end of the 1950s responsibilities and services have gradually been decentralized; in 1972 many of the State's administrative powers over education were transferred to the local authorities - regions, provinces and communes. Education policy, however, remains centralized, and all schools - state, or private - must conform to national laws. The overall responsibility for education is in the hands the Ministry of Education. Comenius 1.3 - 2005/2006 - "Welfare at school"

  10. The Ministry of Education Local authorities Institutions School Council Principal Teachers’ Assembly Class Council Comenius 1.3 - 2005/2006 - "Welfare at school"

  11. The Ministry of Education • It has general responsibility for the supervision and coordination of all educational activities, and issues legislation to this effect. • It is involved in the planning, study and promotion of education, and the general supervision of all educational institutions. • It issues general guidelines on curricula and assessment and sets the final examinations at upper secondary levels. • It promotes curriculum and syllabus changes and authorizes experimentation affecting the curriculum and teaching hours. • It directly administers (through provincial offices) arrangements concerning the budget and the recruitment and mobility of staff and promotes in-service teacher training. Comenius 1.3 - 2005/2006 - "Welfare at school"

  12. Local authorities • All regions have their own legislative and administrative responsibilities within the general guidelines set out in state laws. In collaboration with other local authorities: • they plan the establishment and construction of new schools or improvements to existing structures and administer funds received from the State for this purpose; • they organize medical and psychological support services for pupils and measures to make it possible for all pupils to complete compulsory education and, as appropriate, continue their studies; • the regions are responsible for vocational education, training and guidance outside upper secondary schools and universities. Comenius 1.3 - 2005/2006 - "Welfare at school"

  13. Institutions In recent years, administrative powers have gradually been decentralized to individual schools and colleges, which all have administrative autonomy as regards administrative, operating and teaching expenses covered by funds allocated annually. In each institution, administrative functions are carried out by the School Council(Consiglio di istituto) and the Principal(Preside). Comenius 1.3 - 2005/2006 - "Welfare at school"

  14. The School Council The School Council is responsible for budgetary matters and for the organization and planning of non-educational school activities. Within the limits of the budget and law, it deliberates the purchase, renewal and maintenance of school equipment and teaching materials and decides on the use of premises and equipment, on extracurricular and sports activities, on remedial and support courses and on cooperation with other schools. The School Council is made up of representatives elected by teaching and non-teaching staff, parents and, in upper secondary schools, pupils. Comenius 1.3 - 2005/2006 - "Welfare at school"

  15. Principals • Head teachers or principals are responsible for representing the school in the outside world and for management, supervision and discipline within the school. • They coordinate all school activities and are responsible for compliance with legislative provisions; • they implement the decisions of the School Council, organize the school internally, i.e. timetable, formation of classes, allocation of teachers, and decide on disciplinary measures for pupils; • they promote or coordinate training activities for teaching and non-teaching staff; • they are responsible for the recruitment of temporary teachers for less than one academic year. • Head teachers are assisted in their duties by one or more colleagues from the teaching staff depending on the size of the school, and are directly responsible to the Provincial Directors of Education. Comenius 1.3 - 2005/2006 - "Welfare at school"

  16. Teachers' Assembly • The Teachers' Assembly is composed of all the permanent and temporary teachers of each school and is chaired by the principal • It formulates teaching and educational plans for each school year, taking into account specific local requirements, national guidelines and state legislation, and decides on types of interdisciplinary coordination while respecting the freedom of teaching of each teacher. • It periodically evaluates teaching to check that it conforms to the planned objectives and proposes improvements when necessary. • It also selects textbooks and teaching materials, in consultation with the Class Councils, and makes proposals concerning the organization of the school and in-service teacher training. Comenius 1.3 - 2005/2006 - "Welfare at school"

  17. Class Council The Class Council is composed of teachers of the same class and four elected parents' representatives, two of whom are replaced by two pupils' representatives at upper secondary level. The Inter-Class Council consists of the teachers of all the parallel classes and one elected parent for each class in primary school. They formulate educational and teaching plans for the class, check the progress of teaching and discipline in the class,organize supplementary and extramural activities and carry out the periodical and final assessment of pupils (there are no external examinations). Comenius 1.3 - 2005/2006 - "Welfare at school"

  18. Financing With regard to public education, the statefunds the central and local offices of the Ministry of Education, the salaries and the initial and in-service training of teaching and non-teaching staff in compulsory education and most upper secondary schools, and the management of schools' teaching materials. Most funds are transferred to the provincial offices or to individual schools. Regions have particular powers as regards school buildings, vocational education, training and guidance, school transport, school meals and the supply of textbooks free of charge, but these powers are usually delegated to the provinces and communes. The provincial and communal authorities cover the cost of building schools. Comenius 1.3 - 2005/2006 - "Welfare at school"

  19. Private Education The approval of the bill concerning the equal status of State and State-recognised schools (scuole paritarie) (March 2000) aims to provide measures to support parents of children and school-aged young people regardless of whether they are enrolled in a State school or attend a State-recognised institution, in order to ensure the right to education and promote the expansion, diversification and integration of education delivered within the public education and training system. State financial support for private institutions amounts to approximately 20% of the total income. Comenius 1.3 - 2005/2006 - "Welfare at school"

  20. Teacher training • Initial teacher training is submitted to changes at the moment. • Till now: • PRIMARY SCHOOL teachers have attended a specific upper secondary school. They are generalists but assume responsibility for a subject area (linguistic, mathematic or anthropologic areas). They teach 22 hours per week + 2 hours of planning work Comenius 1.3 - 2005/2006 - "Welfare at school"

  21. SECONDARY SCHOOL teachers can teach at both lower secondary or at upper secondary level. • They have a university degree (4 years at least) and they are specialists. • They teach 18 hours per week + 80 hours per year of planning work and general meetings. Comenius 1.3 - 2005/2006 - "Welfare at school"

  22. All of them have to pass a competitive exam to obtain a qualification as “teacher”. Then, they work directly for the Ministry of Education, University and Research. All teachers in public schools are civil servants. They are assigned to a certain school from a central system. Comenius 1.3 - 2005/2006 - "Welfare at school"

  23. Teachers generally work for 35 years; till the age of 60 for women and 65 for men. There is no difference between “new” and “old” teachers and there are no promotions. Length of service is the main factor taken into account in determining salary increases. The basic salary may be accompanied under certain special circumstances by various forms of additional earnings. They include the payment of overtime and additional responsibilities. Comenius 1.3 - 2005/2006 - "Welfare at school"

  24. SALARY ADJUSTMENTS By overtime is meant time spent working which exceeds the number of working hours specified in the contract and for which teachers receive an additional payment in return. Overtime may occur on a temporary basis or regularly throughout the year.For example, it may involve the temporary replacement of a colleague on leave or the allocation throughout the year of a teaching load that exceeds the amount of teaching specified as the norm. Additional remunerated responsibilities may vary greatly. Most common among them are supervisory duties, participation in school management, the provision of advice or support to other teachers, and the organisation of teaching materials or responsibilities in the area. Some teachers, can choose to accept the responsibility of becoming “coordinator” of the school general planning. In these cases they receive a salary bonus. Comenius 1.3 - 2005/2006 - "Welfare at school"

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