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The recent position taken by Professor Giorgio Israel in reference the process of evaluating schools and teachers has received wide media education, especially in reference to the involvement of parents and students. Indeed a careful examination of the text, its opinion seems to relate more to negative phenomena "disturbing and grotesque" that may occur, if their effort is not driven by criteria consistent with the aims of the school and the search of the authentic good boys. The distinguished professor complains, for example, "the idea of \u200b\u200buser evaluation of the main players, but perhaps no one calls for" major ", it is rather that they are next to other actors, more responsible.
still can not be denied that among the twenty million of parents there are "many bad examples of parents of young trade unionists, but the fact remains that there are many who daily" are competent partners "in collaborate with schools in educating students.
not evaluate all the school is judged as a jar of preserves, on the contrary there are many parents who, as witnessed by the entrepreneur mentioned in the intervention, calling for "a good school that encourages good student to study more and then find the reasons for success going forward. "
E 'should then investigate the issue of parental involvement in the evaluation, emphasizing the elements of negativity, always possible between the inspectors and expert, but making the most of the positive elements that can make parents an indispensable resource for quality education.
quite rightly insists that the Rapporteur: "The assessment must to invest in the strongest terms, the maximum penalty the entire system in a process of feed-back of judgments that, in turn, endanger continuously question the evaluation criteria themselves and allow their continuous refinement. " This school system are part of a full, legal and educational, parents, even in times of assessment, where their opinions can not only enrich "the process of feed - back to revitalize the entire reviews ... system to escape any form of bureaucratic management and standardized, in this specific context, is likely to experience a rapid sclerotherapy.
After decades of bureaucratic management / corporate, after several years of managerial euphoria, we need to rediscover the importance of positive relationships between teachers and parents. The quality of learning, discomfort, disorientation can best be addressed by putting the spotlight relations, analyzing, evaluating and pursuing their continuous improvement.
can still be considered valid, in this sense, what Aristotle said that the quality defined as "the feature closest to the expectation of the subject." as if to say that educational quality is defined as best meets the expectations of children and parents. Even in modern terms si definisce la qualità come “l’insieme delle caratteristiche in grado di soddisfare il cliente”, confermando così il ruolo determinante, che allievi e famiglie possono svolgere nel processo di qualificazione delle scuole.
Ovviamente anche il parere dei genitori ha bisogno di essere a sua volta qualificato e non superficiale, come a dire coerente con le autentiche esigenze degli allievi. Ne consegue l’importanza che il singolo genitore non resti isolato, ma confronti la propria istanza con quella degli altri. In associazione è possibile verificare se una domanda sia arbitraria oppure rispondente ad un reale bisogno, se sia coerente con un effettivo valore educativo.
parents will find the group can compare your needs, consider what are the most "qualifying" and agree on a consistent application to be submitted to schools.
be isolated parents who can not adapt to trends, or sudden demand is said to be satisfied with what they offered. Instead, once you become more aware in frequently associated, even the so-called "satisfaction" becomes less superficial and emotional.
We have, for example, a school efficient in preparing technical skills, but careless ensure its awareness in the civil, social co-responsibility.
The construction of more vocational schools is not only the result of strict procedural protocols, but first and foremost choice convinced by all, players and parents, in favor of a full human and cultural formation.
Teachers and parents prepared for comparison, another critic, become "responsible stakeholders" able to make appropriate proposals.
Being together, they can gradually be overcome passivity that suits the user, that a demand of the client that requires no work.
become "partners" in the equal dignity of education and prepared to cooperate in the delicate process of educating.
Europe helps us in this, as it introduces an indicator of quality of a school just "parental participation" Experts have repeatedly reaffirmed by writing that "enhance the school means that all schools should commit to excellence and dovrebbero rendere conto di questo miglioramento agli alunni, ai genitori, alla società in modo trasparente e significativo” (Rapporto OCSE – 98)
L’intervento dei genitori, in rete con gli esperti ed i responsabili, ha raggiunto stupendi riconoscimenti a livello nazionale ed europeo, a riprova dell’importanza che la scuola non trascuri l’istanza di gratuità e di dedizione propria della dimensione genitoriale.
26 – 01 – 2011 Giuseppe Richiedei
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