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Chapter Two
Planning
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is set to become a co-operative plan of formative interventions, the
school itself should aim at becoming a “community of laboratories”
co-ordinated with one another.
The latest studies on intelligence, memory and metacognition, as
well as the latest documents of the OSCE, agree on the fact that in-
dividuals, in order to live, must speak many languages; they must be
able to live with others in an intercultural dimension. To develop
the ability to learn throughout life, the school must help students to
grow their desire to know, learn, choose, and develop their attitude
to research and to carrying out activities by processing information.
To achieve this, it appears essential to create stimulating contexts,
open up to the territory and reach a “triangulation” between content,
methods of teaching and learning theories.
Through the proactive capacity that a school manages to express, in
fact, it may “activate” the surroundings, select its interlocutors, and
respond to their needs and expectations becoming a real cultural
entity operating in the territory.
In these years the irst school networks appeared, linked together to
achieve, by combining funds and resources, joint curriculum projects
that propose activities other than the traditional teaching, that are
able to respond to the needs of the speciic local realities and to mo-
tivate young people inding thus new forms of continuity, guidance
and prevention of dispersion.
Article 21 of Law 59/97 opened the way for the school autonomy;
the Regulation of autonomy has deepened and has ratiied the most
signiicant experiences occurred in recent years, even with reference
to curricular indications.
The Teaching Offer Plan, elaborated by the teachers´ college, on the
basis of the general guidelines deined by the Didactic Circle or Insti-
tute Board, after hearing the proposals of the various bodies (Article
3 of the Regulation), replaces the PEI and the Service Charter, thus
becomes the key document of each educational institution and deines
its cultural and planned identity. It also contains the curricular project
of the school. Autonomy puts an end to an education system based
on rigid planning, decided by central authorities, although the com-
pulsory curriculum, established at national level and covering almost
80% of the activities to be carried out, preserves the unitary nature of
the education system. Each school must indicate the compulsory share
of integrating activities freely chosen to achieve a speciic educational