Italian Education System Research Articles

The Non-State Sector in the Italian Education System

If we consider Italian legislation regarding the non-state school, its recognition and its funding, and we look then to its quantitative development in the educational system of the country, it soon appears that the non-state sector does not occupy much space or enjoy conditions of special favour, compared with the situation in other European countries. Yet, the state/non-state issue is equally, if not more, controversial here than elsewhere. Hence any attempt to legislate in this area gives rise to conflict, as well as enormous difficulties of realization. It is impossible to understand the true significance of the debate concerning the non-state school in Italy-particularly the sector run by religious institutions-if one does not understand that it is connected, and to some extent subordinated, to that other question of 'laicality' of the public education system, essentially the right of state schools to be non-denominational and not subscribing to the catholic creed. Although the Constitution of the Italian Republic (1947) declared the equality of all religious creeds before the law, it is only since 1984 that, following the signing of a new Concordat between the Italian State and the Holy See, the 1929 Concordat has been abrogated. This stated (Article 36) that the of Christian principles in the form received through the catholic tradition must be the foundation and crown of public education. It would be difficult indeed to deny that the development of Italian education from the post-war period up to the present, evolved in the direction of guaranteeing a broad pluralism. The 1929 Concordat not only represented the re-affirmation of an ideal: it had a number of concrete consequences as well. First, the teaching of the catholic religion was compulsory in all schools (it was only possible to ask for individual exemptions from it). Yet the almost continuous presence of ChristianDemocrat ministers at the ministry of education ensured the running of the educational system by forces of catholic inspiration. Quite significantly, the traditional battle fought by proponents of greater integration of the non-state school within the public sector, as well as for support from public funds (at present very limited), is being resumed with greater strength following the signature of the new Concordat, although considering that catholic principles are part of the historical inheritance of the Italian people the latter removes from catholicism the character of being the sole legitimate inspirer of the educational system. It provides for the pupil to decide if he wants to follow its teaching. This development can only stir up the fears of those who regard the request of 'greater space' for the private sector for, although advanced in the wane of freedom of education, it is simply a way of regaining an influence on the name. This fear has historical reasons, going back to the birth of the united Italian State (1861), when the issue at stake was not confined to the school, but concerned all institutions and the existence itself of the Kingdom of Italy. Then the Holy See did not distinguish

Sacred Monster: Textbooks in the Italian Educational System

Sacred Monster: Textbooks in the Italian Educational System

Sacred monster: Textbooks in the Italian educational system

Sacred monster: Textbooks in the Italian educational system

The Evolution of the Italian Educational System, 1956-1966

(3-6 years); scuola elementare (6-11 years); scuola media, scuola di avviamento al lavoro (pre-vocational training school); scuola post-elementare (11-14 years); scuole secondarie (14-18 or 19 years) followed by university or higher studies. With the exception of the kindergarten, the state provided appropriate schools, and private individuals and organizations were also free to institute other schools. The public versus private school issue is still of central importance in educational politics in Italy. Non-state schools in Italy may legally take the form of pareggiate (recognized as completely equal to state schools), of which there are very few; of parificate (equal, that is, conforming to state standards and enjoying in return the right to grant all diplomas except those of the final stage); or of private (free in every respect, including that of observing only the most basic government regulations). A fundamental principle of the Italian arrangement over the past forty years is that only state schools may grant certificates on the basis of state examinations.' In these examinations students of non-state schools are evaluated by commissions composed of state teachers. In 1955 the primary school underwent a partial reform. It was divided into two cycles (the first cycle composed of grades 1 and 2, and the second of grades 3, 4, and 5) and given new teaching programs, which are still in force. While the division into cycles has received almost unanimous approval as conforming closely to the growth stages of the children, the 1955 programs have been and continue to be debated, mainly because of their avowed Catholic foundation.2 This situation arose out of Article Thirty-six of the Concordat between Italy and the Holy See, approved in 1929, according to which instruction in Italian schools must have as its foundation and crown the teaching of the Christian doctrine ac-