Lessons in the can start from 7 to 8.30 schools secondary schools to help reduce the load on public transport at peak times. This is the suggestion of the Scientific Technical Committee provided to the Ministry of Education for the reopening of schools from 14 September. “Among the system measures – the scientists write – it is also necessary to evaluate the possible impact of the movements related to the mobility of the students. The ISTAT data reported in the “Technical document on the hypothesis of the re-modulation of the containment measures in relation to collective land transport, with a view to the recovery of commuting, in the context of the emergency from SARS-CoV-2” highlight critical elements in the major metropolitan areas, during working days, in the peak times of the morning and afternoon, with daily profiles also confirmed by the processing of mobile telephony data of the main Italian cities ».
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Now live from Palazzo Chigi to present the guidelines for the reopening of September. https://t.co/Z38I6cGAlF
– Lucia Azzolina (@AzzolinaLucia) June 26, 2020
For experts who act as government consultants, “The great diversity of the school realities distributed in our country, with peculiarities in relation to the order of school (users, educational programs, organizational-didactic methods), school structures and infrastructures, geographic location, social fabric, etc. , require careful consideration and careful evaluation specifically contextualized ». Therefore, “it is a priority that each scholastic reality proceeds to a mapping of the spaces destined to all the didactic activities in relation to the number of pupils and staff in order to ensure as much as possible the teaching in the presence, albeit with possible hourly reductions / reductions”. Distance teaching in the months of the emergency “certainly represented a prompt and effective response from schools and led to an acceleration of new skills for school staff and students; in view of the reopening of the didactic activities in the presence, the remote modality could represent an integrative and not a substitute moment, differently applied and commensurate with the age groups of the students ».
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