Author: Alessandro Ferrari and Michela Carlana
Date: 7 December 2016
Topic: Human Capital
The topic of education is of fundamental importance for the economic and social development of a country. In recent years, however, Italy saw a low public expenditure on education and discouraging results in the PISA tests, when compared with the other OECD countries. Indeed, in 2013, the appropriations for education in Italy stopped at 4% of GDP, in comparison to the 5.2% average of OECD countries (OECD report “Education at a Glance”) and in 2014 the number of outstanding students were 50% less than the average of the OECD countries.
In this context, the 107/2015 law that passed in July 2015, the so-called “Buona Scuola” (Good School) introduces a series of structural measures which radically change the Italian school system: (i) a new process of hiring and training for the teaching staff, (ii) teachers can be directly called and hired by the school principal, (iii) evaluation and economic-related bonus are tied to school teachers’ and managers’ merit, (iv) strengthening of the alternanza scuola-lavoro (work related learning) program for upper secondary schools.
This Commentary touches upon the context previous to the reform and the key points of “Buona Scuola” in order to assess its merits and to be able to identify areas of improvement.
In particular, the authors, Alessandro Ferrari and Michela Carlana, propose: (i) the strengthening of the criteria of merit adopted by the reform, (ii) the introduction of incentives for teachers who teach in schools situated in a difficult context, (iii) the launch of new educational programs aimed to offer university counselling or academically recognized university courses, to be integrated in the alternanza scuola-lavoro program.
Attached the file of the Commentary
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