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A Comparison of Didactics Orders: Degree Courses at «Sapienza » University of Rome.The Italian university system has for several decades been seen as an over-dispersive one. Issues such as the delay in studies, the low number of graduates and the inadequate links with the job market feature in the country's political, social and academic debates. The problematic areas concern, on the one hand, effectiveness (defined as the achievement of objectives) and, on the other hand, efficiency (interpreted as the ratio between outcomes and costs incurred). This article discusses the issue of tertiary education system productivity, reporting data of a research on Rome's «Sapienza» University and comparing them with those available at national and international level (which shows that Italy has one of the lower rates of young graduates, scoring values of about 20 percentage points lower than the average of the OECD countries).The research considered a secondary analysis of longitudinal data on the careers of cohorts enrolled in ten years relating to the 509/1999 pre-reform period (academic years 1991/1992 through 2000/2001) and six post-reform years (academic years 2001/2002 through 2006/2007), proposing a new methodological instrument (multidimensional representations).The paper analyzes the obtaining of a university degree and, through a longitudinal perspective, provides a different comparative «reading» of the university system before and after the introduction of the university reform.

The abolition of the SSIS (postgraduate school for secondary education) deprived secondary school teacher training of an organic model. Since its demise, there have been a succession of temporary solutions and hypotheses on reform but these have failed to create a new training model. The lack of a cohesive and organic pathway for teacher training is an anomaly within Europe, and constitutes a factor in the weakness of Italian secondary schools. On the other hand, the training of primary and early years teachers, despite featuring an organizational model that has been consolidated over time, also raises questions and critical issues concerning, for example, innovations in teaching methods, the issues/problems associated with the aims, values and ethics of future teachers, and the relationship between general and subject-specific teaching. Recently, the Minister for Education Bianchi announced the government's willingness to discuss these issues, this willingness also being enshrined in the National Recovery and Resilience Plan: M4c1.2 'Reform of the teacher recruitment system and in-service training for school staff' (Mission 4 'Education and Research', Component1 'Enhancement of skills and right to education'1). SIPed (Italian Society of Pedagogy) intends to contribute to the analysis and discussion of the solution to the issue of future teachers' training at all levels. The issue of teacher training, in fact, condenses various problems, of a trade union and institutional, but also of a cultural nature, and it is mainly on these that our Society intends to focus. Indeed, an institutional solution to teacher training must be guaranteed by reflection on the cultural and professional profile of teachers, both at a general level and at the level of individual school grades. Moreover, within this reflection, adequatespace must be found for an in-depth study of the role of pedagogical knowledge and its various elements, including in relation to subject-specific knowledge and the contribution of the other human ...

Il tema della lotta alla dispersione scolastica, fenomeno complesso che, come noto, comprende pur non esaurendo il concetto di abbandono scolastico, è da almeno due decenni al centro delle politiche di istruzione e formazione promosse dall'Unione Europea . In realtà già in uno studio risalente all'inizio degli anni settanta l'UNESCO riconosceva l'importanza della parità di accesso all'istruzione, richiamando l'attenzione sul fatto che a tutti devono essere garantite, nel rispetto delle specificità di ciascuno, pari opportunità di successo nei percorsi di istruzione e formazione.