Abstract

The implementation of the new national system of school evaluation at first neglected the pre-primary schools - that are part of comprehensive schools - in indicators map, school questionnaires and (guide to) self-assessment report. The marginalization of preprimary school is explained by the Ministry as due to a lack of data on pupils achievement for this segment of education. Now the Ministry has developed a guide to self-assessment report for pre-primary school which follows the model of the one used for the first and second cycle of education. After a first critical overview of the situation, the article proposes some improvements to the current strategy such as the inclusion of pre-primary schools (excluding however surveys of learning) and the consideration of the peculiarities of comprehensive school institutions.Finally, the article highlights the symbolic significance of 'overlooking' the pre-primary schools to set the self-assessment prescribed by the ministry. The idea of school focused on learning results refers to the new public management model rather than that of the schoolhouse and school-community integrated into the social context.