Dear Editor,
having introduced the word MERIT in the school (what better place?) has produced an upheaval equal to “how to ask the plumber for an invoice”. In fact, no one knows how to evaluate it because many, some simple criteria have been lost in memory, which I would not like to have forgotten to favor those who do not have any. First of all, the one for the students who need to be educated by it, instilling in them the value of the word itself, reminding them of the meaning of the word said by the Prime Minister, that is UNDERDOG. Now I’m not a member of any party and I mention the word not out of flattery but because it seems apt to me, above all for the hidden meaning it has. Here I think and hope (but I’m sure of it, having many teacher friends and experiencing their documented hardships) that they know how to explain the merit to the students, as it should be understood. But then, of course, there’s also the MERIT of the teachersi, which apparently no one can identify, mindful of the ideas of former minister Bianchi.
Without going through unfeasible chimeras (individual obstacles, bureaucracy, very special courses that don’t exist, etc.) the idea is very simple, a word widely used by politicians on TV during the electoral campaign, which if true, would have already been implemented even before pronouncing it. True simplicity lies in the fact that it is immediate, without any expense. It has never occurred to anyone to scan the Education and Merit archives to find what one would chimerically seek and which is already “in the house”, therefore immediately feasible, in 5 minutes. There are teachers with several degrees, also obtained while teaching, without however taking advantage of various permits (very demonstrable from the archives) and paying all university fees out of their own pocket. Here the reference to high salaries and rich arrears is purely coincidental.
There are typical teachers, such as those who under the age of 45 have 4 degrees (teaching immediately after the SSIS, obviously won), those who have just obtained the third, despite having two children, referring to that casual reference above, who have been teaching for a long time, etc. Many of these disseminate their knowledge by writing books, giving lectures, writing music, playing instruments, welcomed by critics, etc. all in full compliance with ministerial regulations. Add to all this the well-known characteristics that add up to what has been said, because as Totò said, “It’s the sum that makes ….” So the (tested) material is there to do everything that the minister with a certain eagerness seeks to establish, from the Student Tutor to the Teacher Tutor, etc.
Now having separated education from the Miur, to have an extra seat to assign, has caused irreparable damage (which, however, can be remedied if one wishes, seeing the example of recent times, by abolishing things that are already consolidated), i.e. among the two branches there is a lack of homogeneity in dealing with the recruitment of the teachers themselves, going so far as not to consider degrees as an essential condition for accessing university professorships and related salaries, the transformation of “Diplomas into degrees”, etc. example of the youngest Headmaster in Italy a 36 years old, who after graduating regularly won competitions, so he has all the merits. Just after graduation. In fact, citing his curriculum vitae, he said that he did the conservatory as a degree. And here the damages of the separation between Education and Merit and the Miur open up, precisely with regard to the degrees given by the conservatories that are part of the Miur, which are valid like the others.
I’m going to make it long but you have to explain these things that many don’t know and nobody talks about it. Despite the university reform of 3 + 2, the conservatories continue to implement (since 2000) the courses of the old system, something that no other university can do, which from a simple diploma become degrees if same date of the diploma one also has the high school diploma. So it’s like saying that while I’m doing Law, in the meantime I’m doing scientific high school. This explains the reason for the young age of the Dean, who has no fault of it. In fact, the younger Headmasters who have regularly attended first grade school and then entered University, on average arrive in first years of age after forty. So in this case thousands of young people are required to be UNDERDOG for at least 5 years, i.e. those who require attendance at secondary school institutions. Furthermore, there is something to laugh about (euphemism) by comparing the competitions that must be done to teach in Education and Merit (second-level institutes, very recently reaffirmed rules) and those to teach in the AFAM (MIUR), especially in music contemporary like Jazz and company, that is, no rules and only for titles, which instead are foreseen by the Constitution and therefore illegal, as even the former Minister Azzolina said.
In fact, the decrees of Minister Bussetti and the latest of Minister Messa do not impose any type of university qualification to access the aforementioned AFAM roles, only procedures are used for qualifications based on two types of tables, one ministerial of school qualifications which cannot be circumvented and the other, not codified by anyone, of “Artistic Titles” where the most filthy things happen. Here are some considerations: in the ministerial, a master’s degree in the specific sector is worth 6 points, all the others one point, even those used in conservatories such as English, two-year qualifications 2 points, one-year qualifications 1 point. But they’re useless because a year of service in the conservatory is worth 3.75 points, so with two years, a degree and related things, you can’t do anything with it, etc. The evaluation of the artistic qualifications is at will and can assume different scores (because they are not codified) depending on the artistic qualification presented and above all at the unquestionable judgment of the conservatory itself. Another thing is the illegal inadmissibility of the service provided to the state, since there is the Miur (ie State) stamp in the tenders, which is not the conservatory. If you go to the selection notices of the conservatories, or in the national ranking, you would lose count of how many in the “School qualifications” box have zero.
Beware of deceptions, because if you find any titles in this column, they may have been taken after taking up the role! (verifiable from the AFAM tables between the date of the role and the achievement of the title). There would be many other things to say, but I’ll stop here thinking that those with codified merits (up to second grade schools) have a certain income, while those who are in university roles (without a title) access the first salary which is equal to the salary average of the last years of a II degree professor, let alone the others of the minor degrees.
Gabriel Molinari
There is also the Merit of the teachers, but can you identify it?