L’intervento in lingua inglese dell’Avv. Michele Bonetti, Presidente del consiglio di amministrazione de Le Ali dei Pesci, titolare dello Studio Legale Michele Bonetti e founder dello Studio legale Bonetti Delia al Meeting Internazionale del 3 dicembre per la Giornata Mondiale della Intercultura, sul tema dell'inclusione sociale, dell’integrazione e del riconoscimento dei titoli esteri in Italia, delle difficoltà di tanti giovani e insegnanti che lasciano l’Italia per studiare, formarsi e specializzarsi all’estero e per poter lavorare.
Sulla prossima decisione della Plenaria e sulle tante aspettative riposte da migliaia di giovani e precari. I saluti istituzionali della mattina e il caloroso confronto con il Vice Rettore e Professore Mihnea Claudiu Drumea oggi Segretario di Stato e consigliere del Primo Ministro della Romania.
Good morning, first of all I would like to thank the Centro Studi Koinè and Nicoleta Apopei for this beautiful event for which we usually meet together every year on the ferd of december, that is the international day of people with disabilities; I am really honoured to be here together with many important and honourable guests, which I warmly greet and thank. I am honoured to be here in Lecce, a borderland, crossroads and meeting point between East and West and other important countries which, thanks to their diversity, represent an important moment of growth for everyone.
My speech follows Professor’s Michnia Claudiu Drumia, an outstanding and meaningful speech. He is the Councilor to Romania’s Prime Minister and honours us with his eminent presence. We express our cultural closeness to his country with which we share a common friend, Nicoleta Apopei.
In most of the Countries of the European Union, intercultural diversity, integration and inclusion are often difficult aims to reach, due mostly to the incomplete recognition and accettance of education and cultural titles or qualifications, often determined by closures, by burocratic obstacles and particular interests.
I am a lawyer and I deal with education, university and research, investigations and class actions. In our legal actions we refer to the constitutional principles and common values of the Charter of Fundamental Rights of the European Union, which refers to the common values of equality as in the article three of our Constitutional Charter and in the ferd title of the Fundamental Charter (always the ferd article and the ferd title. The ferd title), which precisely states the equality before the law, the prohibition of any discrimination, the respect for cultural diversity and the inclusion of disabled people who must be autonomous and participate in community life.
These common values are often hindered by the closures (limits) of our cultural systems. This narrow-mindedness limits the diffusion of cultures, the exchange between people and finally the so called Social Elevator. I have never liked this term, because, as I have already said, it’s not just about going up, or down, but about being able to become whatever you want.
Nowadays, if you want to become a tenured teacher in Italy, you must also pass a test and other exams. It’s possible to obtain a teaching job following other paths, but as precarious, but only with a short term contract or with a temporary position (in italy the temporary worker is legal). The TFA, the teaching qualification, the specialization as special need teacher in Italy is strictly limited in numbers. As for the tests, there are often scandals and criminal investigations and the questions are directly handled by universities, including private university. So the test questions (multiple choise questions) are often wrong!
The number is closed, limited, programmed, they tell us how many doctors there must be, how many teachers, nurses, architects, veterinarians, there must be, as soon. But this kind of programming if often wrong, and more recent and less recent history, has taught us that not everything can always be predicted or controlled. The Covid nineteen pandemic, and everything that it has happened, gave us a rude awakening. After many years of limited access to Medical Schools, even if many young people sued the State in order to study and exercise their constitutional rights, we found ourselves understaffed and without the necessary numbers to face the emergency.
If thousands of teachers, in order to train, leave their families and go abroad to be able to qualify and then stabilize and be able to work, it means that this kind of organization and programming is wrong.
There is a deep and huge demand for trained special need teachers and considerable attention from the civil society and families to the issue of disabilities. This request for “support” and special need teachers for our country isn’t followed by the Italian system which doesn’t want to invest in the public university and training system. In Italy we say insegnanti di sostegno (special need teachers) because sostengono, sapport young people with disabilities.
A missed investment is a missed opportunity, not only from a cultural point of view but also in economic and ultimatly of jobs. This brings to the paradox: in many university centres abroad we can find some important italian accademic communities often connected with private and public italian universities. It’s a really paradox.
They choose to select the best with a test at the beginning not in progress, and the percentage of failure after the selection is very low. Competence is selected at the beginning and, allow me to spell out a self evident truth, it is at the expense of empathy, education, deontology, correctness, kindness, which are qualities that can only be measured in the field.
The new, announced, training and recruiting reform in italy, follows the same method. The training credits for teaching will go from twentyfor to sixsty (almost three times) and the access to university will not only be limited in numbers, but it will be subject to payment, limiting the online lessons that could be an opportunity to increase the numbers of students.
And even more complex is the situation for the specialization for special needs teachers for which the aforementioned qualification is still necessary (with a limited number) to access to other tests with a limited number where a reserve (a sort of waiting list), always with a limited number, is foreseen only if you have three years of precariousness in the last five years. I underline again that in italy the temporary worker is legal.
The answer to this situation can only be: give up hope, or try to study abroad in countries where the access systems are different but the percentages of failures are the same as our system. This happens because the minimum training requirements imposed by the European Directives concern the real training and not a homogeneity of the access craitiria or the test.
The Romanian Ministry of Education, through the National Centre for the recognition and equivalence of the degrees, certifies and verifies the validity of the Italian qualifications and degrees and this recognition is followed by the achievement of Nivel unu and Nivel doua and the issue of the Adverinta certificate which gives the right to teach in Romania and which, in our opinion, makes this title validated in our country. These educational paths, in the specific case of Centro Studi Koinè, are developed at public universities.
The italian State Council, which met in its plenary meeting on the sixstinf of November, will decide about this and much more and will outline the guidelines on the training and recognition of foreign qualifications in the coming years.
We therefore wait for the pronouncement of the highest authority of Administrative Justice, taking note of how, to date, our system has already found an adjustment, considering that the Italian Ministry imposes, tout court and without analysing individually the seriousness of the single European path, that this recognition is subordinate to the accomplishment of compensatory measures which are sixsty hundred hours of traineeship or, alternatively, an aptitude test.
Thanks to all of you, and excuse me for my English, and allow me a plauful remark, I didn’t study abroad... and it shows.