 ANNO
2000
|
Luisa Ribolzi, Il sistema ingessato. Autonomia,
scelta e qualità nella scuola italiana,
La Scuola, Brescia 2000 (II)
The Italian educational system
has been strongly centralised since the unification
of Italy: public school programs and curricula were
centrally fixed, and no free choice was allowed between
state school and schools created by private groups,
that were fully paid by the parents, even if authorised
by the government . The model of educational uniformity
has been removed, at least in theory, in 1997, decentralising
decision making and introducing autonomy in state
schools, and in 2000, with the set up of the "educational
national system" , including schools operated
by the State, schools recognised as equivalent (scuole
paritarie) and entirely private schools. The book
analyses the evolution from a school governed by a
bureaucratic structure, where autonomy and parental
choice were considered dangerous and standardisation
was considered a form of democracy that can not be
abandoned, to one which expresses the civil society,
and which attains accountability for quality.
Key-words: Parental choice, public/private, autonomy,
quality, school system
L. Benadusi, R.Serpieri (a cura di.), Organizzare
la scuola dell'autonomia, Carocci, Roma, 2000.
This book moves from the recent
Italian educational reform based on the principle
of schools institutional autonomy that is introducing
some important changes within the traditionally centralised
system of school administration. Edited by two sociologists
of education - L. Benadusi and R. Serpieri - it collects
several writings from other sociologists, economists
and lawyers who deal with some crucial issues connected
to the decentralisation policy: the curriculum development,
the new roles and competencies needed for leaders
and teachers, the quality improvement and the management
control. Also the controversial question of the application
of quasi-market models to educational systems is discussed
and the theoretical debate on schools as organisations
is critically reviewed. In their introduction the
editors argue against the existent tendency to mechanically
transfer concepts and techniques drawn from management
sciences into the educational domain and claim for
a neo-professional approach to school organising.
Key-words: Autonomy, educational policy, school organisation,
quasi-market, neoprofessionalism
M. Ambrosini (ed.), A future to be trained. Toward
a new vocational training system: tendences, evaluations
and proposals, La Scuola, Brescia, 2000
This book analyses the changes
in progress in the Italian vocational training system,
individualising the main tendencies, unfinished aspects,
desirable transformations.
The main idea is that, for different reasons, the
Italian vocational training system is involving new
users, developing relationships with enterprises,
increasing a more flexible and personalized didactics,
starting new services for individual demand (vocational
guidance, skills evaluation, support toward job inclusion).
In the meanwhile, the inner organisation of the vocational
institutions is becoming more articulated, with the
development of new roles and technical skills.
The Italian vocational training system is overcoming
the traditional image of “second choice school”,
not much qualified and destined to those young people
not able to start a high school programme.
G.Mangiarotti Frugiuele, Infanzia e fenomeni comunicativi,
Coop. Libraria IULM, Milano 2000
The communication's redundancy
of the contemporary society characterises the childhood
condition as a whole and as for specific phenomena
either brand new (internet, publicity) or traditional
(books, comics)
G.Mangiarotti Frugiuele, Lo spazio del bambino,
Cusl, Milano 2000
A survey between children of
primary school for an evaluation of urban context
incidence in socialisation processes
P.Landri, L'innovazione nella scuola, Libreria
Dante & Descartes, Napoli 2000
Innovation processes in a primary
school in Neaples
