Internal areas and “small schools”: rethink teaching and adopt the right policy

Abstract

The study explores «Internal areas and “small schools”: rethinking teaching and adopting the right policy», reconstructing the problem and the main evidence developed in the text. The majority of residents in the Italian Internal Areas consider the school as the main cultural garrison in which young people receive and process their knowledge, considering it fundamental above all for the weakest and marginal bands of the population (IRPAIS). The Internal Area Strategy (SNAI) covers these aspects: small schools in Italy are widespread, characterized by numbers of pupils and often distinguished by multi-class students (Lataille-Démoré, 2008) and different teachers. Some final considerations Adopting the right policy that allows small schools to survive is certainly not simple. Precisely because it is necessary to maintain and enhance the existing user and to attract new ones, it is essential to mature the awareness that the school and pupils are changing (Del Colle, 2017). Therefore, the ability to organize a lesson in the current scenario requires an organizational, educational and methodological effort that until a few years ago was unknown.

Keywords

Internal areas; governance; Italy; innovation; public policy; human capital

JEL codes

R11; R58; R23