Eleven years ago, Article 68 of Law 144 of 1999 was established the compulsory education, while schools in the region and still groping to find workable solutions, the project has Chance started to offer alienated youth vocational training courses that were both paths to citizenship and the restoration of the depressed person otherwise, crush, aggressive. At the time, if you remember someone in Parliament with the Communist Refoundation, spent one year extension of compulsory, because these Democrats seemed regrettable that the requirement might be fulfilled in vocational training, which is standard B, is in private hands, etc etc. .. the choice early and so on. In doing so went against the tide and at the same time we have shown that it is only this second class that is poorly managed and against the true growth of the young, while first class is the result you can get when you take the best of the best energies.
Four years after Law 53 of March 28, 2003 rule, including agreements with the State-Regions, the way to achieve the required training and also provides funding. It was an opportunity for the experimental path made by Chance move could come within the law, but our authorities, Regional Education and Region, gave no signs of life, so the writer went to work with a group of volunteers together and organized Three schools superintendent participation in the regional call for the construction of three OFIS (Training Offer Integrated Experimental). At the time schools were little 'equipped' for participation in these projects and agreed that the design and operational management of the operators was Chance. In addition a memorandum was signed with the City Councillor of the time because a part of the resources of the Project Chance was used to support this project (pocket money, guided tours, social and educational activities, etc.). These courses lasting three years have allowed us to check on the distance the effects of the recovery of third grade.
As experienced regional councilor of the time called the writer in a regional commission that planning this type of intervention. I have provided the My contribution in many meetings and educational guidelines published in the official gazette welcome (no cite) full lines followed by the Project Chance.
In this committee took the experience of integration between design education and training and socio-educational project carried out in the previous year and it was like that in a hundred OFIS was allowed to 12 (six in Naples and the rest of the six region) were pilot projects with a supplementary funding in the order of 20,000 euro for social and educational activities. Again, in the absence of institutional initiatives, the writer together with a number of volunteers from the association Street teachers prepared 6 integrated projects and proposed them to six schools with a deal like this: we provide the design and coordination teaching for free, you let us manage the project according to standard well-tested. 6 on the projects proposed notice five were approved (one was presented a few minutes after the time limit) and have been made over the next three years. Three have been made in vocational schools, one in a technical institute of accounting, the other in a technical institute for social services.
The Association of Masters Road to provide adequate psychological and educational assistance to all operators organized a complex agreement network that brings together the resources of five schools to centralize certain functions of the system. So
methodologies Chance project could easily be taken in other contexts and fit perfectly into the established order, but this fact and the substantial success of this operation has never been recognized and also within the project is Chance was considered as a kind of foreign body (of course there are notable exceptions, such as colleagues who have undertaken the management of these courses). It was an opportunity to turn the page, but when asked to formalize the time alderman Chance of participation in the commission that established lines of intervention was told that there were problems with Chance unspecified. repeat for a moment the situation: the writer had worked for three years this committee in a personal capacity (as There was an orgy of paid consultants, the writer has received a €), but could not participate as a representative of the experience ought to have been as Chance. This tax was accepted without question by the management team and of course by Chance who writes that the spirit of service - but I would say back to mere ignorance - continued to do its part,
In exchange for alderman - but the same majority party again - this is quashed, the new Deputy Mayor did not even bother to give us the marching orders, simply ignores all of our work and any significant experience not only led to Chance, but in dozens of OFIS who had experimented with new ways of doing school. The following interventions to remove IPs all parties had contributed to its success: the table, guided tours, the social and educational activities, the mentor, but most do not develop any integration with other activities that were well funded (eg schools open) and that could usefully be added to resources specifically targeted interventions integrated. So we
Chance project we are forced to go back, we invent the "multi-course guidance" to prepare our students to enter the regional routes that do not provide meaningful measures of 'support person'. In the meantime, we leverage common funding, so all this is accomplished with regional funds and so happens, so much so that the professional courses ending October 16, 2009: we had extended the course to keep the group together to work and young people until you reach a new arrangement. Meanwhile, the direction of the MIUR we had raised teachers,
When November 13, 2009 the Region approved the new draft Chance, career paths are not even nominated, and no answer was given to various official requests aimed at creating at least a continuum between the paths of middle school and the existing experimental alternative routes (PAS) .
currently not known if and how we will fund the new PAS and the draft Regional Chance can not even pay for work already done. At present the facts so for young people between 14 and 16 years there is no option but enrollment in the new high school that was further reduced and canceled - just in the initial two year period - the operational part and laboratory. In fact, the dispersal rates will grow enormously in the city of Naples and province.
writer is making a bid for the Regional regain the initiative in this area and this should be facilitated by the fact that the so-called reform, however, contains a number of accompanying measures in the direction of prevention of dispersion, however, that there are months' is a 'power vacuum' at the Regional Office (the new Director has not yet found laboriously installed) that does not facilitate the task, and secondly he hoped very pleasant to be able to make a truly integrated and systematic project with funding from the foundation for the South
The project was developed, it is feasible, it is compatible with the rules, but the school with whom I had taken the route is withdrawn due to prior commitments. So even this possibility has vanished. Unless a last-minute recovery. I write these notes and then to offer to those who wants the opportunity to participate in a project that could help to delineate a model of intervention that is less episodic and dispersed those tested so far.
List below the essential features, for a more detailed description can be extended to refer to the documents link. South Project Foundation (same project on Scribd)
The deadline for submissions is September 10, the various partners are already available, just missing the school
The project includes a two-year intervention on the classes with the first ' target
1. enrich the educational offer for all pupils in first in order to encourage their participation in school life and social life;
2. halve the dispersion within two years (roughly from 40/50% to 20/25%, according to data of the professional school in the other rates are lower)
3. recuperare un paio di decine di casi di conclamata esclusione,
4. accompagnare i percorsi di riflessione dei docenti e di tutti gli operatori al fine di sviluppare una professionalità ricca e complessa.
5. creare stabili relazioni di scambio circolare tra scuola e territorio;
6. diffondere alle scuole del territorio di riferimento metodologie per migliorare la qualità del lavoro educativo,
I modi di intervento sono più o meno questi:
• psycho-pedagogical assistance to teachers and practitioners by experienced operators who accompany the entire course of the project, and reflective practices related;
• interventions to support the young person who studies carried out by specialized educators collaborate with the teachers for keeping the class group and the development of social and educational activities and citizen action
• teaching support through workshops, guided tours, internships, work in small groups assisted by educators
• Action in Development citizenship to be realized in an integrated school and territory; participatory planning initiatives
• collaboration with research groups Italian and Neapolitan in the field of education science, psychology, philosophy, anthropology a scientific monitoring of the project for the development of internships and doctoral programs.
Schools that participate must:
a) be located in the town of Naples
b) be high school
c) preferably be vocational schools or technical
d) may be provided that schools already have a strong interaction with the area high schools and
) can also be classical or scientific high schools. In this case, adjust the project in relation to the specific difficulties encountered by students. However, this is a challenge in many ways more significant than that achieved in the vocational schools.
f) That there are at least two teachers for each class before, available to participate in the project .
Caesar Moreno
PS - Many tell me to be prudent in the disclosure of details of the project 'if you do not steal it'. I do not ask that many other ruby \u200b\u200bproject. The only condition is that the ruby \u200b\u200bgood, or they take it all and not just some piece and to devote themselves to its implementation with care and determination it requires. If someone tells me of such thefts makes me happy. 
0 comments:
Post a Comment