1. ABOUT OUR SCHOOL AND EDUCATIONAL SYSTEM
«Luigi Pirandello» Comprehensive Institute and
Italian school system challenges

2. In Italy we have Comprehensive Institutes under the same Principal
In Italy we have Comprehensive Institutes under the same Principal. In Pesaro there are 8 Comprehensive Institutes, with Pirandello boasting the highest number of schools (11) and students in town. Our Institute consists of: 4 KINDERGARTENS age 3-5 (pre-school children) 5 PRIMARY SCHOOLS age SECONDARY SCHOOLS (1ST GRADE ) age Number of Pupils: around Number of Teachers: around 150

3. Kindergarten and Primary
L. Pirandello
Primary and Secondary
Formerly, Head office
The most central school is situated in Pesaro, the furthest one in a little village about 20 km from town (Mombaroccio).
Our schools’ pupils come from a wide range of different social backgrounds, including disadvantaged and vulnerable groups.
There are numerous children with physical and mental disabilities or special learning needs.
A considerable percentage of our children are from different ethnicities.
G. Rodari
Primary
S. Veneranda
Kindergarten and Primary

6. SCHOOL LEVELS
NURSERY SCHOOLS are a public service, but they are not free of charge: they are organised by the Town Council and parents have to pay a fee; unfortunately in the Southern regions spaces for infant children in childhood services are much harder to find.
KINDERGARTENS are not compulsory, they are public and better disseminated in the whole national territory. Even if most kindergartens are state schools, mainly in the center of Italy there are examples of high-level kindergarten services run by the local administration.

7. There follow PRIMARY SCHOOLS, (age 6 -10) and lower SECONDARY SCHOOLS (age 1 1 – 14) gathered in Comprehensive Institutes, such as Pirandello. Most of them are state-run, with exceptions being mainly confessional schools.
HIGHER SECONDARY SCHOOLS (age 14 – 19) are mainly STATE SCHOOLS. Compulsory attendance is required up to age 16.

8. TIMETABLE KINDERGARTENS
Standard time: 25 hours per week, usually Monday-Friday.
Full time: 40 hours per week.
Teaching load: 25 contact hours per week. Teacher/student ratio: up to 1/14 to 1/25. Usually 2 teachers working with up to 25 pupils concurrently at the lunch time
PRIMARY SCHOOLS
Standard time: 27 hours per week (usually Monday-Saturday, morning lessons only).
At least 3 teachers per class who take turns in other classes too.
Full time: 40 hours per week (Monday-Friday). Children have lunch at school, after which they have afternoon lessons- usually labs and workshops.
2 Teachers take turns in giving morning and afternoon lessons.
Prolonged time: children have lunch at school and stay there until 14.30
Teaching load: 22 contact hours + 2 hours of shared curriculum building per week.
Our primary school classes have a maximum of 28 pupils.
LOWER SECONDARY SCHOOLS
Standard time: 30 hours per week (usually Monday –Saturday, morning lessons only).
9-10 teachers for 12 subjects.
Teaching load: 18 contact hours per week.

9. PRIMARY and LOWER SECONDARY SCHOOLS
CURRICULUM
In KINDERGARTEN learning areas are called “Experience fields,” which are:
THE BODY IN MOVEMENT
SPEECHES AND WORDS
IMAGES, SOUNDS AND COLOURS
KNOWING THE WORLD
THE SELF AND THE OTHER –
PRIMARY and LOWER SECONDARY SCHOOLS
HIGHER SECONDARY SCHOOLS
Curricula change depending on the type of school, with growing specialization in years 11° -13°.

10. Each of these schools have got their own Ministerial Curriculum
Targets for each cicle of education level
Teacher Education
“Freedom of teaching”
PTOF: Three years Plan of Formative Offer: Identity Card
I.C. Pirandello PTOF:
Music
P.E.
I.C.T.
Cyber bullying prevention
Montessori’s method pattern primary school

11. INCLUSIVE SCHOOL SPECIAL NEEDS TEACHER
In Italy we haven’t got public special school anymore, children with every kind disabilities are integrated in the mainstream classroom.
The special needs teacher is in charge of the whole class, not only of the child with the disability
The most of Italian State Schools haven’t a psycologist/pedagogist team inside

12. In 2016 the OECD report has highlighted :
The Good School Act
In 2016 the OECD report has highlighted :
Problems:
High percentage low skilled people.
Lack of flexibility of education pathway for young people and low-skilled adults.
Low access (less than 20% in Italy vs 31% UE) to tertiary education.
N.E.E.T.

13. The Good School Act Improvements: school autonomy,
FINANCIAL RESOURCE PACKAGE OF WELL OVER EUR 1.5 BILLION
national priorities:
school autonomy,
evaluation and innovative teaching,
foreign languages,
digital skills and school-work schemes
skills for inclusive schooling

14. The Good School Act
Despite these improvements, OECD has identified important challenges for Italy:
Challenges:
Developing relevant skills, for further education and life
Increase public investment in skills, including on education, well-targeted active labour market programmes and innovation
Enabling conditions for an effective skills system