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"Cataldo Agostinelli"
Via Ovidio s.n.
Ceglie Messapica


Simbolo della Republica Italiana


Foto DS

Meeting the Headmaster Francesco Caramia that,

with his usual kindness, answered to some

questions that we made related to the various

aspects of the school he leads.

1 – Do you believe that the students; i.e. us, are the object or the subject of education?

In a certain sense you are the object as you are the institutional receivers of the action of education and teaching that School plays within its structures. Basically you are the main subject of the educational dialogue with the teachers, but not only, because with your cultural background, widely varied, and your abilities, you determine the level and the type of education school plays in its structures, in all its conditions, since this is an institute with as many as 11 different school branches.

2 – How is the Istituto Superiore di Ceglie, (The High School of Ceglie) placed, compared to its territory?

The Istituto Superiore di Ceglie is placed in an optimal way because its POF (school offers plan) and diversification of its various types of school meet the educational demands of the territory. This is demonstrated by the fact that most students come from various towns located within the radius of about 20 kilometres (Ostuni, Carovigno, San Michele, San Vito, Francavilla, Villa Castelli, Grottaglie, Martina Franca).Moreover this institute cares also about the adult population whose needs are met in the evening classes of IPSSS (Social Services School) and the IPSSAR (cook school), POR projects for adults and courses IDA implemented in a network with the ITCG J. Monnet of Ostuni.

3 – The number of enrolments varies in relation to the different school branches?

The Institute which today collects the largest number of enrolments is the Hotelier, which was established more recently (2003); we have many enrolments at the Liceo Classico (Grammar School) and Scientific, The other schools have the same number of enrolments as the past years.
The problem arises because of the buildings, that canít contain such a high number of students, the problem is particularly relevant as far as the Liceo Scientifico is concerned, actually, it hasnít got a building of its own, and whose classes are allocated partly in the plexus of the adjacent commercial High School. The greatest discomfort is given by the Alberghiero (hotel, reception and restoration school) whose classes are allocated on three different buildings, which doesnít give an image of unity in terms of cultural identity and causes a considerable inconvenience to students and teachers who are forced to go round the three different locations. As far as the latter is concerned (the Alberghiero Institute) the Province had already envisaged the construction of a single building 6.5 million Euros were given and the City Council had sold part of its heritage to the Province (about two hectares of land in county quarter Galante), In June 2007, with the competitor tender, the firm Palma was made for the handover of the works that had e completed in December 2008. Unfortunately, the project has been interrupted because of geological hazards in November 2007 and has not yet started. The slow pace of assistance, already tested in restructuring the youth hostel (whose delivery was delayed from February to November 2005) make us think that it is likely that the new Institute will not be available before 2009/2010.
† The construction of the new building of the Alberghiero will help to solve the problem of the other high schools of Ceglie even if not of all of them, because a school would remain without a building (IPSSS or Scientific). There is also to say that these delays in the Province in providing school buildings makes us lose the European funds for the purchase of teaching and training equipment.
Apart from the problem of the Alberghiero I highlight that Ceglie with its 11 school branches is in the crossroads of two major communication routes: the South-East rail Martina Franca-Ceglie-Lecce and the ridge road from Ostuni-Grottaglie - Taranto and then in central position compared to other towns (Taranto where there is the IPSS and the IPSIA, Martina Franca where there is the IPSIA and the IPSS; Brindisi where is this the Hotelier, IPSIA and the IPSS; Leporano where there is the Hotelier).
So this school pole (born in 2000) is intended to grow despite a declining school population. These are the elements that the Province should keep in mind when it raises hand to reorganize the school network and a rational planning of the training in the area.

4 – How do you reconcile the fact of being Dean of 7 different Institutes and not being present in all of them?

My presence is continuous in the professional institutes because this is actually a more complex reality, and a little less in the other schools. Students can always get in touch with me and I immediately go to speak with them whenever they require. In the daily management I can count on collaborators who are very able in the function of vice Deans responsible of every plexus and for several years I have been experimenting, positively, the value of the reference figures provided by the current regulations (instrumental functions).
I must admit that in the approach to the diversity of different schools I am helped by my long experience as a teacher in almost all addresses and know them specifically within the special education / learning aspect.

5 – Which are the future projects you are working for?

In addition to the accommodation of logistic facilities, a continuous adjustment of training and addresses already existing which started in the previous school years: the establishment of the Alberghiero, the change of the address of the ITC (Commercial school) of the IGEA to Computer Programmers, the implementation of Education for Adults (IdA ), the comparison with other school realities (participation in national competitions for the prize of the excellence, the various Certamen of the Lyceum " the Maths and Physics Olympics National competition; relations with international realities with the twinning with Macedonia and Sweden and others are being prepared, even using the EU aid as the Erasmus / Leonardo and the Comenius); the school has also been for years the Test Centre of the European computer licence: ECDL and the Examination Centre for the certification of competence in English language, as it regards the inclusion in the world of work, this school is implementing a project of the alternating school / work, funded by the Provincial school management.

6 –What do you think about the “Bully” phenomenon of which we hear more and more?

The boys who bully the others have to be educated to live harmoniously with everyone. Fortunately I think it touches only a few students compared to most of the community who, however, distinguish themselves through the spirit of solidarity. Often it is teenagers who have experienced a problem, devoid of inner serenity. They should be helped to solve their problems, so that they can achieve a balance and may be allowed to live in the less problematic relationship with others.

Interview of: Debora Taurisano, Rita Di Maria, Viviana Distante (IPSSS)

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