One of the key concerns for primary school staff remains the so-called contingent system (which determines the resources allocated for municipalities for schools) and the social index. According to the study, 70% of respondents rated both factors negatively.
Nonetheless, the OEJQS recommends maintaining the contingent system, whilst recommending adjustments to the social index. The report’s lead author, Mirko Mainini, explains that the current social index is calculated at the municipal level, leading to occasional disparities.
“In large municipalities with multiple schools, resources are allocated at the municipal level rather than school by school. We support a reform of the system so that the social index is calculated at the school level instead.”
Another measure that received mixed reviews in the survey is the Plan of Scholarly Development. Despite being in place for over 15 years, teachers still struggle to see its added value. The introduction of skills-oriented teaching, on the other hand, has followed a different path, notes Manini.
“Initially, it was poorly received due to poor communication. But today, it is better understood, more accepted, and even valued by teachers.”
The OEJQS is partly based on a study conducted by the National Consultation of Stakeholders in the Primary School Sector (CAEF), which had initially sparked controversy when a third of surveyed teachers reported being close to burnout.
The teachers’ union SEW/OGBL accused the Ministry of Education of suppressing the findings for months and failing to address the issue. However, Mainini argues that the study needs to be viewed in its wider context, after all:
“The CAEF study also found that 90% of teachers are generally satisfied with their work and working conditions.” An additional 70% of respondents also indicated that they would choose the teaching profession again.
The school reform in question was introduced in 2009; 15 years later, the Observatory has drawn up a 50-page report that you can read up on here.
