Repubblica Futura has expressed “great concern” over the plan to introduce a short school week in middle schools and is calling on the Government for a broader discussion on the future of San Marino’s education system. The statement comes on the very day teaching activities formally resume.
RF starts from a judgment that is “more than positive on San Marino’s schools“, but draws attention to the demographic decline and the need for a comprehensive strategy. “We would like to see a comprehensive plan drawn up for enhancing nursery and primary schools, rather than piecemeal and sometimes contradictory measures,” the statement reads, also calling for the school hub project to be reconsidered.
Regarding secondary schools, the party supports the continuation of the ITI technical institute and the Liceo delle Scienze Umane (Human Sciences Lyceum), while calling for greater resources to promote the Liceo Classico (Classical Lyceum). The party also gave a positive assessment of the ongoing transformation of the CFP (vocational training centre).
The main point of contention, however, concerns the short week at middle schools. RF raises doubts about students staying at school until 2:30pm without a canteen service, about the attention span of children aged 11 to 13, and about the impact on individual study.
“A model that essentially risks almost entirely eliminating homework, which is nonetheless fundamental to developing the necessary independence, self-management and organisational awareness in learning,” Repubblica Futura argues. According to the party, longer school days could also make it harder for students to balance study with sports and cultural activities.
Criticism was also directed at administrative and contractual matters. RF states it was not consulted by the Government on issues concerning teacher recruitment, evaluation, and the so-called “160 hours” scheme. On this last point, the party reiterates its “complete opposition to the changes” introduced and calls for a return to previous practices.
Finally, the party raises the issue of increasingly late entry into the teaching profession, citing the lengthy path through degrees, master’s programmes and subsequent entry into the substitute teaching system. “Rather than through master’s degrees, teaching should be learned through experience and from mentors capable of passing on a genuine ‘knowledge of how to teach’,” RF concludes, pointing to hands-on internships as one of the tools worth investing in.
