As of 31 December 2023, the expenditure actually supported with the resources of the Pnrr is equal to approximately 17% of the appropriations, a lower rate of financial progress than that of the Plan as a whole (22%) which reserves for education, services for childhood, schools and universities, 20.09 billion compared to 20.24 in the original Pnrr. The data is contained in the focus ‘The Pnrr for schools and universities: where are we at?’ born from the collaboration between the Agnelli Foundation and the Astrid Foundation which makes an updated assessment of all the measures of Mission 4 which includes the strengthening of the offer of education services, from nursery schools to universities.
“It is an unsatisfactory result today and which is worrying for the future if we also consider that the Mef has estimated the cumulative effect of the education measures on the 2021-26 economic growth at 1.3 points of GDP, higher than many other components of the Pnrr, it is clear that interventions for schools and universities are among those on which it would be necessary to push more”, underlines the study, highlighting that the line of investment with the highest percentage of expenditure compared to the resources allocated (39.3%) is school 4.0 (new digital environments in schools) while the one with the lowest percentage is the extraordinary intervention for the reduction of territorial gaps with 3.5%.
As regards theschool buildingsa central theme in the Pnrr Education, the focus notes that from very recent data it emerges that 2,437 projects have been awarded and that work has begun for 2,268 (93%), which is a positive sign. However, the study underlines, there is a lack of data on the resources allocated and the expenditure incurred so far for each project, as well as those necessary to evaluate the impact on achieving the objective (number of additional places), nor is the territorial distribution of the awarded projects.
Then analyzing the individual points, from the new one kindergarten planto the reform of training, recruitment and career of secondary school teachers, and evaluating the timing of investment, the focus highlights that “knowing the state of progress of the Education Pnrr would require a complete picture of the data” while “necessary and dutiful, however, this transparency does not exist today”.
“The Pnrr had raised great expectations in the world of education – comments Andrea Gavosto, director of the Agnelli Foundation and one of the curators of the focus – both for the huge investments planned and for the fundamental reforms, such as the training and hiring of teachers. For some time, however, silence has fallen on the state of implementation of the plan. The objective of Astrid and the Agnelli Foundation is to return to talking about Pnrr, take stock of the progress made in investments so far and highlight the risks of delays or inadequate implementation between now and 2026. Even the most ambitious reforms, such as training, orientation and technical-professional training have partly changed their skin: it is a question of evaluating the effectiveness of the new interventions and how much they contribute to the improvement of schools and universities”.
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