La scuola «reale»: questioni critiche e condizioni per cambiare
The main points set out by the author in this article are the following: Ideology- driven decisions are common in education and usually they do not deliver the good. Credentialism is still the creed of families and students, but it has no real meaning in a system where there are no entry exams and t...
Αποθηκεύτηκε σε:
| Τόπος έκδοσης: | URI:https://journals.openedition.org/qds, |
|---|---|
| Κύριος συγγραφέας: | |
| Μορφή: | Article ou chapitre numérique |
| Γλώσσα: | Italien |
| Έκδοση: |
Quaderni di Sociologia
2024
|
| Διαθέσιμο Online: | Accès Université d'Orléans et IFPM Accès Université d'Orléans et IFPM |
| Περίληψη: | The main points set out by the author in this article are the following: Ideology- driven decisions are common in education and usually they do not deliver the good. Credentialism is still the creed of families and students, but it has no real meaning in a system where there are no entry exams and the exit exams do not carry a real selection. A provocative suggestion is made: to introduce entry filters and to abolish final exams. The extensive use of data (still lacking in Italian educational environment) is recommeded in order to monitor the actual performing of Italian schools, while the role of teachers is stressed. A different attitude towards teachers is necessary, i.e. to acknowledge the differential in skills, involvment and ability: their salaries are to be consequently differentiated. |
|---|