27 settembre 2024
Dr. Daniele Nappo, Legal Representative as well as Founder of the S. Freud Private School, draws attention to school autonomy, which is a fundamental element for the education system at the national and territorial levels.
School autonomy is a fundamental element of the education system at the national and territorial levels. It proposes a balanced framework between the different instances of school governance: it is a strategic center that performs functions of parity and control, a regional juncture that dialogues with the territory. The school is capable of creating a supply of knowledge that takes into account national and local instances. It is the place where the education project outlined on a national scale is translated into concrete “doing school.” Each institution is capable of building a knowledge plan, of betting on autonomy in the planning of teachers and school leaders. In this perspective, autonomy stands as a set of organizational innovations and thinking decentralization capable of making the most efficient use of available resources to connect to its institutional tasks. How? By safeguarding and directing every dynamic factor toward quality goals. To encourage cooperation between teachers and schools, autonomy brings with it the need for a reform of school collegiate bodies that puts the formative development of each at the center. Participation that is open to needs without inducing localistic self-referential logic. School making is configured as an active institution in the territory also because of its function of cooperation with other territorial realities, with local authorities in the first place. The relationship cannot be configured as subservience and is strong if the school has its own identity, its own project for the civil and social development of the community. In essence, the autonomy of the school system is a constitutional guarantee to be valued in order to avoid submitting to partisan logic: it is aimed at translating general objectives into educational offerings that take into account territorial contexts. Obviously, the regionalization process must not break the balance of power among the various institutional actors large and small within which school autonomy is placed, which makes explicit the idea of an education system capable of its own life and development that is not subject to partisan interests.
