time-duration of the lesson IUniScuoLa here is the clarification in relation to school hours and hourly units of the Directorate General for the Office V-USR Lombardia (MIUR Prot No AOODRLO RU 4884-30 / 03 2010)
scolasticidella Lombardia
Executives Executives responsible USPdella Lombardia
Subject: School Timetable - "Contraction" appears to this office that the issue concerning the school day continues to cause doubts as to interpretation.
In this regard, it seems appropriate to the explanations that follow.
life lesson Meanwhile it should be clear that what is commonly referred lesson can only be 60 minutes, but in any case, the working hours of employees must be functional to the service offered.
Law No. 59, issued on 19.03.1997, giving autonomy to schools, provided for overcoming the constraints on the number of lessons, always respecting the overall service obligations of teachers under collective agreements.
Article. 4 of Presidential Decree 275/99, in paragraph b) of paragraph 2, then identifies, among the forms of flexibility that schools can legitimately take, "the definition of teaching units which do not coincide with the number of lessons and use, within the compulsory curriculum in art. 8, hours of space debris. "
Subsequently, the DM 234 of 26.06.2000, art. 3, paragraph 5, states "the adoption, in the POF, the teaching units do not coincide with the unit per hour (lessons) can not make the required annual reduction, consists of the shares described in paragraphs 1 and 2, in which must be recovered, the remaining fractions of time. " In
argument is then expressed as the CM 225, 05/10/2000, referring also to the Agreement of July 2000 between ARAN and trade unions, states in its conclusion "If the collective bodies competent in the POF did not intend to introduce new mode organization of the teaching function and a possible new joint organization, the same time continues to be governed by these provisions (Article 24 of CCNL/99 and art. 41, CCNL/95).
The combined effect of the rules mentioned here since it follows that, where any reduction in hourly unit of lessons resulting from the introduction of new organizational function of the teacher or by a new and different articulation of the school, it involves however, the use of the entire curriculum of hours by the students and the corresponding provision of the entire time by the teaching staff.
Force Majeure
Quid juris nelle ipotesi di contrazione per cause di forza maggiore?
Della materia si è occupata una serie di circolari ministeriali, peraltro richiamate dai contratti collettivi, compreso quello vigente.
In particolare, si ricorda la C.M. 243/79, che prevedeva in effetti la possibilità di procedere alla riduzione dell’orario di lezione, circoscrivendola a specifiche situazioni:
ove l’orario di lezione sia di 5 ore giornaliere, le riduzioni possono riferirsi solo, o alternativamente, alla prima o all’ultima o eccezionalmente sia alla prima che all’ultima ora;
ove l’orario sia di 6 ore giornaliere, la riduzione può estendersi anche alla penultima ora.
La successiva C.M. 192/80, dal canto suo, rimetteva al prudente apprezzamento dei responsabili degli Uffici periferici la possibilità di autorizzare, con provvedimento motivato caso per caso, in presenza di particolari situazioni di necessità debitamente rappresentate e documentate, eventuali riduzioni dell’ora di lezione anche nelle ipotesi non contemplate dalla predetta circolare 243/79.
Le sin qui citate indicazioni risultano anche confermate dalle CC.MM. 281/1987 e 346/94, escludendosi l’obbligo di recupero delle frazioni orarie da parte dei docenti.
Allineandosi alla tesi sin qui descritta, il CCNL vigente, all’art. 28, c. 8, richiama a sua volta la disciplina di cui alle CC.MM. 243/1979 e 192/1980.
Se è vero dunque che dal complesso di tali due circolari non discende l’obbligo, per il personale docente, di recuperare le frazioni orario oggetto di riduzione “per causa di forza maggiore”, è altrettanto vero che tale deroga è riferibile solo alle ipotesi di cui alle circolari stesse, mentre non può in nessun caso essere estesa a quelle in cui la riduzione interessa tutte le ore di lezione.
La flessibilità organizzativa attribuita alle scuole si pone, infatti, su un piano tutt’affatto diverso rispetto all’orario di lavoro dei docenti, che rientra nel complesso dei diritti/obblighi discendenti dal rapporto di lavoro, oggi contrattualizzato.
La flessibilità organizzativa, dunque, non should certainly lead to an increase in contract time teachers are required, but not an undue decrease of the same.
It follows, however, an unacceptable decline in time devoted to learning of pupils.
while the exemption from the obligation to make the service work for as long as necessary to fulfill the obligations of contractual services jobs, which can not therefore be exceptional. To define
then properly cited "force majeure", you should refer to the civil law, as specified by the MIUR note dated 04.08.2004.
The Civil Code uses, as noted, this concept to define extraordinary events, unexpected and unpredictable (eg natural disasters) which, occurring in the required ratio, the inability to determine the benefit payable, thus justifying the exemption from liability of the debtor (in case the employee) for " inaccurate or incomplete compliance. " Issues related to public transport
These features are not believed to be attributed to the phenomenon of so-called commuting students.
The problem of incompatibility of schedules of public transport services with the school day, particularly with hours of 60 minutes, is anything but an exceptional circumstance and unpredictable.
Any transport difficulties, therefore, need to be careful and considered evaluation of each school year, having to prove that they are objective and, indeed, insurmountable.
If the difficulties of public transport actually connote the local context, then it is very clear that it can no longer sustain the strangeness of this teaching and the exceptional circumstances.
A different articulation of the working of the teaching staff as it follows from analysis of context, therefore, can only lead to the adoption of organizational models for flexible and consistent with the logic of the reform of the education system.
can not therefore which affirms the need for recovery of the fractions of hours worked by teachers may not, if the reduction time is extended to the entire school day, and this, obviously, will cover the portion of time that exceeds the limits in CM 243/79 , where the conditions for its applicability as indicated above.
shall not prejudice the right of learners to enjoy the whole mountain lessons envisaged.
In this regard, it is hardly necessary to recall how - for students - survey time school education are in effect.
Procedure and powers Conclusively, it is recalled as the extension of time cd school day and duration of lesson units must be, however, expressly indicated in the POF, a document to be presented to family members at the beginning of school year.
to the College faculty to define exactly the duration of the unit of lesson time within the arc defined by the School Council, which must identify the weekly lessons and the start and end of the same relation to each school year.
The Manager, for its part, within the overall management of school operations entrusted to it, will define completely - by adopting the manner he considers appropriate - the possible recovery time for school pupils and the working time for employees, as already indicated above, bearing in mind that the working hours of teachers should be paid for the entire school that is considered. The Director
GeneraleGiuseppe Colosio
set down and enforce standards of professional conduct and procedures for Those Involved in forensic phonetic and acoustic casework. 
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