Students democratic
In recent years our country has faced a debate (if there was) for watertight compartments on the topics of school, university and research.
This myopia in dealing with the analysis of social and economic context and the consequent inability to provide effective and efficient solutions, has gradually and inexorably led Italy to a loss of competitiveness both in education and research in both the statement. In fact, he did not understand the need for time to build a path to reform the education system that takes account of all levels and integration of training, not to have articulated the basis for maintaining high standard of university entrance (and a fortiori output) and to the world of work, not thinking of school, university, labor market and the economic and productive system as a continuum, today produces recessionary effects.
E 'in this context that fits the Gelmini reform.
Gelmini, leaning on a critique of the condition of university studies, points to a significant reduction in the 'Italian public universities beginning with the gradual reduction of the freshmen in the faculty.
The key issue is the Minister la dichiarazione di voler favorire maggiori sbocchi lavorativi per i giovani, in quanto, secondo alcune statistiche, in Italia ci sarebero troppi laureati che il mercato non riesce ad integrare nel sistema economico. La verità è che. per il Governo italiano, i laureati e gli studenti sono intesi solo come “voci di spesa” e non una risorsa culturale e di innovazione del paese.
Il Governo non ha voluto analizzare realmente il motivo per cui i laureati in Italia non riescono ad essere integrati nel mercato. Leggendo più attentamente i dati che vengono pubblicati in recenti ricerche, è evidente come in verità in Italia non è affatto vero che vi sia il più alto tasso di laureati rispetto agli altri paese europei.
Se, For example, compare the data with those of Germany, we realize that our nation is well below the German standards. Those who finish their university studies can not be absorbed by the world of work, because our economic system is based primarily on a network of small and medium enterprises, which do not require special skills or specific skills.
from other countries, not only in Europe, the graduates who come from our universities, have always been considered a high level, demonstrating the excellence of the educational system of our country, but that fails to exploit this potential and these resources to re-launch nella sfera economica internazionale.
In questi anni il Governo non si è preoccupato minimamente di migliorare e snellire in alcune sue parti il percorso formativo dei giovani che nel corso dei loro studi si imbattono continuamente in chiusure e blocchi, pagando il prezzo di ulteriori anni di permanenza all’interno delle facoltà e trovandosi in una condizione di “standby”, quando una semplificazione della burocrazia e dei metodi potrebbe facilitare e velocizzare i loro studi.
Una volta completato il percorso universitario, la vita non è altrettanto facile, in quanto l’accesso alle professioni è bloccato o comunque reso difficile dalle corporazioni rappresentate dagli ordini professionali.
Da qualche anno in this part of the Government did not wish to pursue a policy for real the real resource of any country, youth. Increasing the blocks, both for access to faculty is to enter the profession, it was not merely relegated to young people to a marginal role in society, with no real opportunity to build a future up to their cultural qualifications. The younger classes are already aware of having to bear on their shoulders the mistakes of previous generations and of having to go through years of precarious before he could say in some way, and in any field. All this does not happen, for example in Germany, where young people are considered as one of the country's main assets proprio perché rappresentano la possibilità di innovazione, di ricerca e di competitività nei confronti degli altri stati europei ed extra-europei; vengono infatti valorizzati e assorbiti in tempi brevi nel mondo del lavoro.
In Italia invece sta accadendo tutto il contrario, diminuiscono gli accessi alle università, aumentano le tasse universitarie, diminuiscono le borse di studio e proliferano le sovvenzioni alle università private (basta pensare a quanti cartelli pubblicitari sono comparsi in questi mesi lungo le strade delle nostre città), a scapito di quelle pubbliche. Tutto ciò comporta un impoverimento del sistema culturale del nostro paese e fa scorgere, anche agli occhi meno attenti, un chiaro e progressivo progetto di smantellamento della istruzione pubblica in Italia, che non può così essere garantita a tutti e non consente alle fasce più povere delle popolazione di accedere e aspirare a studi ed attività più qualificate.
Il sistema universitario pubblico deve essere sicuramente riformato, ma non in questo modo; la riforma deve essere più complessiva e deve incidere su vari livelli, ad esempio ponendosi come obiettivo anche la riduzione delle disuguaglianze e delle differenze fra Nord e Sud d’Italia, facilmente leggibili dai dati statistici, ed insieme a massicci e mirati interventi su tutti gli altri aspetti sociali, economici e culturali, deve contribuire all’ambizione di costruire un paese unito e solidale, senza una così high differentiation between the opposite geographic poles.
In this sense, it is desirable to reduce the number of colleges and universities located across the nation and an equally sharp decrease of branch offices, in order to concentrate minds and finances for the realization of genuine cultural centers, which attract great players and learning to enter into the channels of international scientific and technological research. In this way, higher and recognized training opportunities, together with effective instruments to ensure the right to study, would result in the abandonment of containment for study of the southern regions and would be beneficial effects, both direct and indirect, on the economies of those areas of the country. It would act in this way, the dynamic cultural and political territory, retaining their individuality and prepare young people and the entire system of production, consumption and services, as well as employment.
To support these innovations in the public system is not useful to a decrease in horizontal funding, but rather could be said that the rationalization of the university
should be accompanied by an increase in public investment.
If we consider the EU as a benchmark is clearly seen that only Bulgaria Italy spends less. EU countries spend on average 1, 1% of GDP for the university, while Italy only 0.8%.
Second, by analyzing more deeply the reform today, the anticipation of rewards and punishments for universities virtuous fines for non-virtuous universities do not follow any rational logic. Should, in fact, establish mechanisms of reward and punishment in different ways, to avoid aggravating the already huge gap between universities in the North and Centre South
Continuing our comparison with foreign countries, as can be seen in Italy only 7.7% of university expenditure and 'funded by private partners. In the rest of Europe and the average 'of 12.5. This is' mainly due to State primary lack of investment in infrastructure and research. In most developed countries (including the United States of America), private spending is substantial, thanks to special regulations and the firm commitment of the State University funding 'and research.
In light of these pre-existing imbalances, the initial approach can not be merely punitive.
It should consider a system in which universities maintain a virtuous greater autonomy in the management of educational and financial issues, while the virtuous are not readily monitored by the Ministry. You should also create a fund to create partnerships between universities and virtuous the less organized, to allow the transfer of good practice. This could be the beginning of a reform undertaking.
Rewarding, however, may not be sufficient if such measures are not accompanied by a change in the governance of universities.
The democratic principle of corporate representation is what is now the basis of governance of our universities. Each one gets its share of funding in full "autonomy," without any accountability. By teachers to student representatives.
must reform this system, to switch to a model of the Anglo-Saxon now been married for many European countries (see Sweden, Denmark or Holland). The way the Anglo-Saxon preferred mechanism for the appointment cascade that election. The Board of Directors appointed by the stakeholders, in turn, appoints the Rector, who has powers far beyond those available in Italy.
The vertical decision-making processes and the identification of responsibility centers in a precise and transparent, combined with a mechanism for monitoring and evaluation of universities based on objective criteria, constitute a serious and effective incentive for accountability of the system.
In this way you can leave their universities to recruit and reward, making themselves the values \u200b\u200bof employing teachers and researchers. In this system of "incentives virtuous" individual universities will be forced to make policies consistent with their institutional objectives, because, otherwise, it will drastically reduce the funds "state" to them.
Once again, however, we proceed from above without taking into account the potential synergistic role that the Ministry should have with universities. It may, thus, to repeat everything that is wrong has been done with the previous reform.
With regard to buildings that have been made in recent months, this action could be positive for the country if the proposed merger for many universities concorresse the creation of important clusters of research universities that generate high level. On the German model, for example, you might think of 10 more finance institutions (equitably distributed on a nationwide basis) that concentrates most of the research. One of the biggest problems of our country is the absence of university leaders who can act as a sounding board on an international level. The first Italian university ranking is in Bologna, which is a close 192esimo place in the world. This absence reduces the potential for integration of Italian universities in the world scene.
Why, then, a talented foreign students should come to Italy for a PhD or to pursue his research? In the new scenario, the other more remote universities should focus more on teaching and leaning reference to the ten universities for research. This initiative would greatly reduce the waste generated by the excessive decentralization.
Finally, we need more investment, more efficient and focused, limiting the number of professors and increasing that of doctoral students and researchers. The reform responds to this need in part, is reducing the weight of the professors, but without ensuring adequate new funds for young researchers.
The value of an institution, especially if we talk about the University, it really depends on how the system is
in cui opera, ed oggi, come abbiamo fin qui analizzato, la società italiana non sembra considerare particolarmente importante il ruolo di tale istituzione. Come potrebbe essere diverso?
In un sistema caratterizzato, quindi, da bassa mobilità sociale, dove le relazioni familiari contano più delle qualità personali, l’Università non può essere considerata un investimento profittevole. Se a questo aggiungiamo un sistema economico con piccole imprese in settori manifatturieri tradizionali, in concorrenza soprattutto con i paesi emergenti, manca anche il collegamento con il mondo del lavoro.
L’unica cosa che conta è il titolo, “il pezzo di carta”, quindi la scelta dell’Università is the same as it does to buy the milk: the closest point. In such a system out of control and social pressure, the system is left to the mercy of the interests of internal actors and local authorities, namely, the various corporations that fill our universities, those of teachers with those students. In this context, the University completely loses its role should be to fly to a country's economic and social growth.
In recent decades, the deterioration in the quality and proliferation of degree courses "easy" have brought the system to be even more class. To ensure adequate social mobility, rather than spend resources to eliminate any number of participants, particularly necessary in those faculties with high operating costs, would be better to invest such funds in the right to education (scholarships, housing, canteens, ...). This will be guaranteed a real equality of access to higher education, not only in appearance.
Use some statistics on the situation of the Italian education system, and especially of the university, may be useful to describe the state of the Italian university. Taking the OECD data on education (Education at glance), expenditure per student in Italy is around the OECD average for primary and secondary education, but well below the university system (compared to an average of 8026 USD 11,512).
In fact, Roberto Perotti in his latest book ("The University tweaked, Einaudi) adaptation of the latter figure, saying that considering the plight of all Italian students outside the course and not using university facilities, the expenditure per student also tertiary system would fit in with the OECD average.
The data presented by Daniele Checchi and Tullio Jappelli on Item tell us something more on the development and efficiency of the organizational structure of the Italian university system.
If the reforms of the university system from 1985 to 2005 resulted in an increase in the number of students registered about 65%, this increase is matched by a disproportionate increase of the training. The universities, in fact, increased by almost 90%, while the number of degree courses (only those masterful) rose from 778 in 2194 to well (287%). In addition, it must be remembered that the allocation of funds University Professor by the Financing Fund (FFO) to 2008 occurred largely in the rain (the criterion of historical expenditure) regardless of academic merit and research (from data of the 2008 decree Mussi know that only 2.2% of FFO of the funds were awarded based on merit). If we add to these data
rigged competitions, baronaggio diffuso, ricerca scadente, fuga dei cervelli all’estero, abbiamo il quadro di un sistema chiaramente inefficiente che va assolutamente riformato. In un quadro del genere, l’Italia è lontanissima dal traguardo che si è posta a Lisbona: quello di una società basata sulla conoscenza.
Il cambiamento che chiediamo per i nostri atenei è quello che vorremmo vedere realizzato per l’intero paese a sostegno delle future generazioni, con un’istruzione accessibile e di livello, politiche per il diritto allo studio e la valorizzazione del merito, inserimento nel mercato del lavoro, semplificazione degli ordini professionali: quello che i giovani chiedono è la possibilità di avere accesso al proprio futuro.
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