PARALLEL TEXTS
La Commissione sollecita un'azione: un'indagine rivela che più dell'80% degli insegnanti dell'UE si ritengono sottovalutati
Inglese tratto da:
http://europa.eu/rapid/press-release_IP-14-734_en.htm
Italiano tratto da: http://europa.eu/rapid/press-release_IP-14-734_it.htm
Data documento: 25-06-2014
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Commission calls for action as survey reveals more than 80% of teachers in the EU feel undervalued
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La Commissione sollecita un'azione: un'indagine rivela che più dell'80% degli insegnanti dell'UE si ritengono sottovalutati
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More than a third of teachers in the European Union work in schools with a shortage of qualified staff and nearly half of school leaders report a shortage of teachers for special needs' pupils.
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Più di un terzo degli insegnanti dell'Unione europea lavora in strutture scolastiche carenti di personale qualificato e quasi la metà dei dirigenti scolastici segnala la mancanza di personale docente per alunni con esigenze educative particolari.
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While nearly 90% of teachers in the EU say they are satisfied with their jobs, 81% feel teaching is not valued in society.
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Quasi il 90% degli insegnanti dell'UE si dichiara soddisfatto del lavoro che svolge, ma l'81% ritiene che la loro professione non sia debitamente valorizzata nella società.
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Although teachers feel well equipped for the job, early career support is not universally available.
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Anche se si considerano adeguatamente qualificati per esercitare la loro professione, non sempre possono contare su un sostegno a inizio carriera.
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These are among the main findings of the new Teaching and Learning International Survey (TALIS), carried out by the Organisation for Economic Co-operation and Development (OECD).
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Queste sono alcune delle principali conclusioni della nuova Indagine internazionale sull'insegnamento e l'apprendimento (TALIS), realizzata dall'Organizzazione per la cooperazione e lo sviluppo economico (OCSE).
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The survey, based on teachers' perceptions of their career conditions, includes feedback from 55 000 lower secondary teachers and school leaders in the EU.
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L'indagine sul modo in cui gli insegnanti percepiscono le condizioni della loro carriera professionale si basa sulle risposte di 55 000 insegnanti e dirigenti scolastici del ciclo di studio secondario inferiore nell'UE.
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The European Commission has analysed the TALIS findings and its implications for EU education and training policy in a report which is also issued today.
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La Commissione europea ha analizzato le conclusioni dell'indagine TALIS e le sue implicazioni per la politica dell'UE in materia di istruzione e formazione in una relazione pubblicata anch'essa nella giornata odierna.
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TALIS reflects the views of teachers from lower secondary schools in 19 EU countries and regions (BE nl, BG, ES, CZ, CY, DK, EE, FI, FR, HR, IT, LV, NL, PL, PT, RO, SE, SK, UK-ENG), as well as 15 other countries:
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L'indagine TALIS raccoglie i punti di vista di insegnanti del ciclo di studio secondario inferiore di 19 paesi e regioni dell'UE [BE (nl), BG, ES, CZ, CY, DK, EE, FI, FR, HR, IT, LV, NL, PL, PT, RO, SE, SK, UK (ENG)], nonché di altri 15 paesi:
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the United States, Australia, Brazil, Chile, Serbia, Singapore, Iceland, Israel, Japan, Malaysia, South Korea, Mexico, Norway, Abu Dhabi and Alberta in Canada.
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Stati Uniti, Australia, Brasile, Cile, Serbia, Singapore, Islanda, Israele, Giappone, Malaysia, Corea del Sud, Messico, Norvegia, Abu Dhabi e Alberta in Canada.
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"Some of the messages coming out of TALIS have worrying implications for the future of teaching as a career.
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"Alcuni dei messaggi trasmessi dall'indagine TALIS sono motivo di preoccupazione per il futuro dell'insegnamento come carriera professionale.
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Unless Member States take action to attract and retain the best teachers, we will undermine progress in advancing the quality of education in Europe.
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A meno che gli Stati membri non adottino provvedimenti per attrarre e trattenere i docenti migliori, i progressi compiuti per migliorare la qualità dell'insegnamento in Europa saranno compromessi.
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The Commission stands ready to help Member States design policies and measures to make teaching a more attractive profession," said Androulla Vassiliou, the European Commissioner for Education, Culture, Multilingualism and Youth.
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La Commissione è disposta ad aiutare gli Stati membri a elaborare politiche e misure volte a rendere la professione di insegnante più attraente", ha affermato Androulla Vassiliou, commissaria europea per l'Istruzione, la cultura, il multilinguismo e la gioventù.
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TALIS findings in EU and European Commission recommendations:
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Conclusioni dell'indagine TALIS per l'UE e raccomandazioni della Commissione europea:
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- 36% of EU teachers work in schools where there is a shortage of qualified and/or well-performing teachers (mainly concerns NL, RO, EE, UK-ENG, with FR, NL, HR, ES, EE reporting shortages of teachers for pupils with special needs), according to school leaders (principals).
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- Secondo i dirigenti scolastici (presidi), il 36% degli insegnanti dell'UE opera in scuole carenti di insegnanti qualificati e/o competenti [il dato si riferisce principalmente a NL, RO, EE e UK (ENG), mentre FR, NL, HR, ES e EE segnalano una carenza di insegnanti per gli alunni con esigenze educative particolari].
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Commission recommendation:
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Raccomandazione della Commissione:
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Member States should put in place long-term strategies to attract and retain the best teachers.
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gli Stati membri dovrebbero porre in essere strategie a lungo termine volte ad attrarre e a trattenere i migliori docenti.
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Actions could include strengthening teacher education programmes;
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Tra le possibili azioni, il consolidamento dei programmi di formazione degli insegnanti,
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exploring flexible pathways into the profession (also at mid-career);
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lo studio di percorsi di avviamento alla professione flessibili (anche a metà carriera)
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opportunities for professional development and career progression based on transparent criteria.
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e prospettive di sviluppo professionale e di avanzamento di carriera basate su criteri trasparenti.
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- Teachers are more likely to feel prepared for their job when their formal education includes a combination of content, teaching and learning methods, with classroom practice for the subjects they teach.
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- Gli insegnanti tendono a sentirsi più preparati a svolgere il loro lavoro quando la loro istruzione formale comprende una combinazione di contenuti, di pedagogia e di didattica, con tirocini in classe per le materie che essi insegnano.
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Recommendation:
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Raccomandazione:
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Teacher education should cover all these areas to better prepare teachers for their career.
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la formazione degli insegnanti dovrebbe coprire tutti questi aspetti per preparare meglio gli insegnanti alla loro carriera professionale.
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In terms of their professional development, there should be more focus on using ICT in the classroom and the skills required for teaching pupils with special needs.
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In termini di sviluppo professionale, occorre che tale formazione sia più incentrata sull'uso delle TIC in classe e sulle competenze necessarie per insegnare ad alunni con esigenze educative particolari.
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- Nearly 40% of school leaders report that no formal induction or early career support programme is offered at their school;
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- Circa il 40% dei dirigenti scolastici rileva che nei loro istituti mancano programmi formali di avviamento o di sostegno a inizio carriera;
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the availability of such programmes is particularly low in PT, PL and ES.
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la disponibilità di simili programmi è particolarmente scarsa in PT, PL e ES.
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Recommendation:
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Raccomandazione:
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Member States should ensure that Initial Teacher Education is followed up by systematic early career support.
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gli Stati membri dovrebbero provvedere a che la formazione iniziale degli insegnanti sia seguita da un sostegno sistematico a inizio carriera.
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EU Education Ministers recently agreed to strengthen teacher education and to develop competence frameworks that clearly state the skills and qualities required from teachers at different stages of their careers.
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I ministri dell'Istruzione dell'UE hanno di recente convenuto di rafforzare la formazione degli insegnanti e di elaborare quadri di competenze che definiscano chiaramente le abilità e le qualità che gli insegnanti devono possedere nei vari stadi della loro carriera professionale.
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- 15% of teachers report that they did not participate in a professional development activity over the previous year;
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- Il 15% degli insegnanti dichiara di non aver partecipato ad attività di sviluppo professionale nell'anno trascorso;
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around 50% of teachers never observe each other's classes; nearly 20% never take part in collaborative learning.
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circa il 50% degli insegnanti non assiste a lezioni impartite da altri e circa il 20% non prende mai parte a corsi di apprendimento collaborativo.
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Recommendation:
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Raccomandazione:
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Member States should put more emphasis on effective professional development and collaborative learning as it encourages teachers to use innovative teaching and learning methods (e.g. teaching small groups; use of ICT) and also increases job satisfaction for teachers.
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gli Stati membri dovrebbero insistere maggiormente su un efficace sviluppo professionale e sull'apprendimento collaborativo, che incoraggia gli insegnanti ad utilizzare metodi di insegnamento e di apprendimento innovativi (ad esempio lezioni impartite a gruppi ristretti di allievi e uso delle TIC) e migliora anche la soddisfazione professionale degli insegnanti.
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Varied learning methods better prepare pupils for further studies and the job market, as illustrated by the European Commission's policy initiatives on Rethinking Education and Opening up Education.
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Metodi di apprendimento variati preparano meglio gli allievi al proseguimento degli studi e al mondo del lavoro, come dimostrato dalle iniziative strategiche della Commissione europea Ripensare l'istruzione e Aprire l'istruzione.
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TALIS briefing
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Nota informativa sull'indagine Talis
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The TALIS results will be officially unveiled in Tokyo, where the 17th OECD/Japan Seminar and Informal Meeting of Education Ministers is taking place on 25 June.
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I risultati dell'indagine Talis saranno ufficialmente resi noti a Tokyo il 25 giugno in occasione del 17º seminario OCSE/Giappone e di una riunione informale dei ministri dell'Istruzione.
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Jan Truszczynski, the Commission's Director-General for Education and Culture, will also present the Commission's policy analysis.
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Jan Truszczynski, direttore generale della DG Istruzione e cultura della Commissione europea, presenterà inoltre l'analisi strategica della Commissione.
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An additional technical briefing for education and training stakeholders (open to media) on the TALIS findings and Commission recommendations will be held in Brussels on 25 June at 14:30 in the Madou Auditorium (Place Madou 1).
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Lo stesso 25 giugno, alle ore 14.30, si terrà a Bruxelles presso l'Auditorium Madou (Place Madou 1) una sessione informativa di carattere tecnico (aperta ai media) per le parti interessate dell'istruzione e della formazione sulle conclusioni dell'indagine TALIS e sulle raccomandazioni della Commissione.
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Michael Davidson, leader of the OECD TALIS team, and Jan Pakulski, Head of Unit for Statistics, Studies and Surveys for Education and Culture in the Commission, will present the reports.
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Michael Davidson, capo del gruppo TALIS dell'OCSE, e Jan Pakulski, capo dell’unità Statistiche, indagini e studi della DG Istruzione e cultura della Commissione, presenteranno le relazioni.
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Background
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Contesto
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Teaching and Learning International Survey (TALIS)
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Indagine internazionale sull'insegnamento e l'apprendimento (TALIS)
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This is the second TALIS survey published by the OECD (the first appeared in 2009).
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Si tratta della seconda indagine TALIS pubblicata dall'OCSE (la prima è apparsa nel 2009).
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The survey is the main source of information from teachers and school leaders on teaching, career conditions and school environments.
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L'indagine è la principale fonte di informazioni da parte degli insegnanti e dei dirigenti scolastici per quanto riguarda l'insegnamento, le condizioni di carriera e l'ambiente scolastico.
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The survey is based on a questionnaire sent to teachers and school leaders.
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Essa si basa su un questionario inviato a insegnanti e dirigenti scolastici.
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The TALIS respondents included more than 55 000 lower secondary school teachers in 3 300 schools in the EU, representing an estimated teacher population of nearly 1.5 million across the 19 EU countries which took part.
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Vi hanno risposto oltre 55 000 insegnanti del ciclo secondario inferiore di 3 300 scuole dell'UE, in rappresentanza di una popolazione stimata di quasi 1,5 milioni di insegnanti nei 19 paesi dell'UE partecipanti.
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Including the other 15 countries involved in the survey, nearly 110 000 teachers, representing an estimated teacher population of almost 4 million, responded to the questionnaire.
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Tenendo presenti anche gli altri 15 paesi partecipanti all'indagine, hanno risposto al questionario circa 110 000 insegnanti, dato questo che rappresenta, secondo le stime, una popolazione di quasi 4 milioni di insegnanti.
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Erasmus+
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Erasmus+
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The European Commission works with EU Member States to identify and share effective policy practice and to offer support and advice.
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La Commissione europea collabora con gli Stati membri dell'UE al fine di individuare e di condividere pratiche strategiche efficaci e di offrire sostegno e consulenza.
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Erasmus+, the new EU programme for education, youth and sport (2014-2020)offers grants for teacher exchanges to improve their professional development and supports partnerships between schools, universities and teacher education colleges to develop innovative approaches to teaching.
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Erasmus +, il nuovo programma dell'UE per l'istruzione, la formazione, la gioventù e lo sport (2014-2020), offre borse per scambi di insegnanti, destinate a migliorare il loro sviluppo professionale, e sostiene partenariati tra scuole, università e istituti di formazione degli insegnanti al fine di sviluppare approcci innovativi all'insegnamento.
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Through the eTwinning schools network, teachers can exchange ideas with their peers across Europe.
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Grazie alla rete di scuole eTwinning, gli insegnanti possono scambiare idee con i loro omologhi di tutta Europa.
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Commission calls for action as survey reveals more than 80% of teachers in
the EU feel undervalued
More than a third of teachers in the European Union work in schools with a
shortage of qualified staff and nearly half of school leaders report a shortage
of teachers for special needs' pupils.
While nearly 90% of teachers in the EU say they are satisfied with their
jobs, 81% feel teaching is not valued in society.
Although teachers feel well equipped for the job, early career support is not
universally available.
These are among the main findings of the new Teaching and Learning
International Survey (TALIS), carried out by the Organisation for Economic
Co-operation and Development (OECD).
The survey, based on teachers' perceptions of their career conditions,
includes feedback from 55 000 lower secondary teachers and school leaders in the
EU.
The European Commission has analysed the TALIS findings and its implications
for EU education and training policy in a report which is also issued today.
TALIS reflects the views of teachers from lower secondary schools in 19 EU
countries and regions (BE nl, BG, ES, CZ, CY, DK, EE, FI, FR, HR, IT, LV, NL,
PL, PT, RO, SE, SK, UK-ENG), as well as 15 other countries:
the United States, Australia, Brazil, Chile, Serbia, Singapore, Iceland,
Israel, Japan, Malaysia, South Korea, Mexico, Norway, Abu Dhabi and Alberta in
Canada.
"Some of the messages coming out of TALIS have worrying implications for the
future of teaching as a career.
Unless Member States take action to attract and retain the best teachers, we
will undermine progress in advancing the quality of education in Europe.
The Commission stands ready to help Member States design policies and
measures to make teaching a more attractive profession," said Androulla
Vassiliou, the European Commissioner for Education, Culture, Multilingualism and
Youth.
TALIS findings in EU and European Commission recommendations:
- 36% of EU teachers work in schools where there is a shortage of qualified
and/or well-performing teachers (mainly concerns NL, RO, EE, UK-ENG, with FR,
NL, HR, ES, EE reporting shortages of teachers for pupils with special needs),
according to school leaders (principals).
Commission recommendation:
Member States should put in place long-term strategies to attract and retain
the best teachers.
Actions could include strengthening teacher education programmes;
exploring flexible pathways into the profession (also at mid-career);
opportunities for professional development and career progression based on
transparent criteria.
- Teachers are more likely to feel prepared for their job when their formal
education includes a combination of content, teaching and learning methods, with
classroom practice for the subjects they teach.
Recommendation:
Teacher education should cover all these areas to better prepare teachers for
their career.
In terms of their professional development, there should be more focus on
using ICT in the classroom and the skills required for teaching pupils with
special needs.
- Nearly 40% of school leaders report that no formal induction or early
career support programme is offered at their school;
the availability of such programmes is particularly low in PT, PL and ES.
Recommendation:
Member States should ensure that Initial Teacher Education is followed up by
systematic early career support.
EU Education Ministers recently agreed to strengthen teacher education and to
develop competence frameworks that clearly state the skills and qualities
required from teachers at different stages of their careers.
- 15% of teachers report that they did not participate in a professional
development activity over the previous year;
around 50% of teachers never observe each other's classes; nearly 20% never
take part in collaborative learning.
Recommendation:
Member States should put more emphasis on effective professional development
and collaborative learning as it encourages teachers to use innovative teaching
and learning methods (e.g. teaching small groups; use of ICT) and also increases
job satisfaction for teachers.
Varied learning methods better prepare pupils for further studies and the job
market, as illustrated by the European Commission's policy initiatives on
Rethinking Education and Opening up Education.
TALIS briefing
The TALIS results will be officially unveiled in Tokyo, where the 17th
OECD/Japan Seminar and Informal Meeting of Education Ministers is taking place
on 25 June.
Jan Truszczynski, the Commission's Director-General for Education and
Culture, will also present the Commission's policy analysis.
An additional technical briefing for education and training stakeholders
(open to media) on the TALIS findings and Commission recommendations will be
held in Brussels on 25 June at 14:30 in the Madou Auditorium (Place Madou 1).
Michael Davidson, leader of the OECD TALIS team, and Jan Pakulski, Head of
Unit for Statistics, Studies and Surveys for Education and Culture in the
Commission, will present the reports.
Background
Teaching and Learning International Survey (TALIS)
This is the second TALIS survey published by the OECD (the first appeared in
2009).
The survey is the main source of information from teachers and school leaders
on teaching, career conditions and school environments.
The survey is based on a questionnaire sent to teachers and school leaders.
The TALIS respondents included more than 55 000 lower secondary school
teachers in 3 300 schools in the EU, representing an estimated teacher
population of nearly 1.5 million across the 19 EU countries which took part.
Including the other 15 countries involved in the survey, nearly 110 000
teachers, representing an estimated teacher population of almost 4 million,
responded to the questionnaire.
Erasmus+
The European Commission works with EU Member States to identify and share
effective policy practice and to offer support and advice.
Erasmus+, the new EU programme for education, youth and sport (2014-2020),
offers grants for teacher exchanges to improve their professional development
and supports partnerships between schools, universities and teacher education
colleges to develop innovative approaches to teaching.
Through the eTwinning schools network, teachers can exchange ideas with their
peers across Europe.
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