LAW 12 February 1998 21



GENERAL RULES ON EDUCATION

We the Captains Regent of the Most Serene Republic of San Marino

Promulgate and publish the following law approved by the Great and General Council
its meeting on 12 February 1998.

TITLE I PURPOSE OF THE SCHOOL AND THE RIGHT TO EDUCATION

Art.1 Purpose
The education of the person is a good and u key priority for the
Republic and moral development, civil and economic of the country.
The system of education and training, family and other social subjects with value
training, working on the principle of subsidiarity and respecting the autonomy of each
scope and duties of each institution, protect and promote the growth of the person
and the development of his abilities and aptitudes for an active and responsible involvement in the
society.
The school is implementing the right to education and training of each person, without
discrimination of any kind and in respect for freedom and the identity of each, through
communication of knowledge, the progressive discovery of reality , the exercise of the critical method, the
research and comparison, the experience of the study and the proposed forms of civil and democratic coexistence
. Art.2


Right to education The State recognizes the right to education and training until at least eighteen years of age
, considering the fact that attendance at the various stages of education and, where provided, to re v
levels of education as well as to other forms of falls school, offers the opportunity for each person
to secure possession of an adequate cultural preparation to personal growth and hiring
fundamental skills essential for the social and professional integration or for || | access to higher education.
The State guarantees in the forms and limits of legg the right to education and the means to achieve it
adopting appropriate measures in order to overcome the social conditioning and
combat exclusion from the educational processes.
The right to education is guaranteed to adults through lifelong learning by
also be realized with the establishment of specific courses.
The deficit or situation dihandicap carriers pupils are entitled to develop all their potential
advantage of school and training courses recognized useful for the purposes of a
positive integration within the social fabric, civil and labor.
The appropriate steps to implement this right and the procedures for implementation of
forms of strengthening and indivi ualizzati training courses are established by special law
as provided in Article 3 of Law 21 November 1990, n.141.

Art.3 Compulsory education
In order to assure everyone a necessary and indispensable basic training, skill development and capacity
well as adequate educational and vocational guidance, the duration of compulsory education
is established in total ten school years.
To facilitate everyone in the development of their skills, maximizing their own profit,
to reduce failure and drop-out phenomena and to acquire appropriate professional qualifications
before the abandonment of the studies, the compulsory education system is organized ,
in its final phase, according to a number of training programs, even with modular and flexible
projects.
The achievement of these objectives shall contribute the school and vocational training,
in the manner provided for in existing specific regulations.
E 'obligation to those holding parental authority to oversee the implementation of compulsory education
; any transgressions are the responsibility of the Law Commissioner.
To ensure that all young people an initial level of spendable professional life working
, it is prohibited for employers to st pulare employment contracts with minors who do not
are at least sixteen years of age, is ta exception of seasonal jobs in
period not interested in school attendance for those who have completed their fourteenth year of age
.

I SUBJECT TITLE II TRAINING Art.4

Family and students
The school promotes partnerships and dialogue with families, recognized as
first area of ​​the person's educational experience, so as to promote a training program
respectful experience of pupils.
The school is organized and operated so as to respect the rights and fundamental freedoms
enshrined in the Declaration of the Rights of Citizens and Fundamental Principles order

San Marino, the Universal Declaration of Human Rights, the International Cards
on the Rights of the Child and any other international instrument on which
Republic of San Marino is a party.
They must also be complied with the time and most appropriate pace to the maturation of each student,
through appropriate forms of personalization and individualization of pathways, training
upgrades and diversification of teaching methods.
In particular schools of secondary education provides every student development
own abilities, inclinations and cultural interests useful for inclusion in the social life and
for the maturation of their profession.
The duties of the students and the disciplinary actions against them, aimed at the responsibility of the person
, are established in the specific regulations for each school level relative to various cicl education
.



Article 5. The teaching staff and non-teaching
Teachers are responsible for school activities addressed to pupils and promote, with
Their professionalism, both individually and in the collegial forms foreseen by the regulations,
training action meets the general and specific objectives that each school is He aims.
Teachers are guaranteed the freedom of education, and respect the basic rules of the
State, of sorts, and the moral and social conscience of the pupils and their families.
In order to enhance the overall quality, in the school it is planned
figures of educational area coordinators and figures of teachers who assume functions
coordination or special assignments deemed necessary for the performance of specific activities || | school.
The non-teaching staff collaborates effectiveness and to 'fficiency of the education service,
sharing, according to their duties, the school institution's educational purpose.
The law on the legal status of the school staff and the rules on staffing
securing fundamental rights and duties of the various functions. TITLE III

SCHOOL SYSTEM AND JOINTS Art.6

Structure of the education system
The education system is divided into the following stages of education:
a) childhood cycle;
B) the primary cycle;
C) secondary education.
Specific laws governing the legal systems of the schools on the various cycles
education, specifying the characterization and the internal breakdown and indicating aims, goals
teaching, programming guidelines and, where prvisto, guidance and planning activities,
the areas of specialization as well as the responsible management bodies and the procedures of
any exams.
For each level of the school relative to the various cycles of education it is also issued a regulation that specifies
school organization and other useful rules for the good of the school
operation. Art.7


study plans and programs In childhood cycle they are adopted educational and teaching guidelines.
At primary level, in secondary education and cias an address of the terminal phase of the cycle secondary
, have adopted specific curricula contain:
a) the general educational goals;
B) an indication of the disciplines, areas or disciplines, depending on the
characteristics of the individual school level, and the king ative upstream mandatory annual hours;
C) an indication of the maximum weekly working time of lessons, including
the conduct of teaching to point b) and that relating to the teaching complement
referred to in point b) Article 8, provided that such working week
takes place in no less than five days;
D) teaching programs specifying specific objectives, content
fundamental and general criteria for testing and evaluation. Art.8


teaching Autonomy Within the legal system and the curricula of schools of different cycles, from
primary schooling is guaranteed area of ​​autonomy didatt ca and organizational flexibility that allows
activating acts trails encourage the development and the educational offer,
taking into account, in particular, the needs of families and pupils, training
specific interests and the cultural and socio-economic context in which the school is located .
This autonomy is characterized depending on the purpose of each cycle of education and is achieved, in particular
through:
a) an adjustment of the curriculum, in particular:

- Correlating the programs with the needs and training needs of the class;
- Organizing educational activities in order to foresee during the year also a different distribution
of individual disciplines, areas or disciplines
well as a modular structure of some of the teachings;
- Choosing interactive teaching methods and ease nti learning;
B) the activation of a complementary area teaching, inserted
weekly timetable of classes, in which it is possible to create specific training programs, including activities and
optional disciplines, providing where necessary ' the Organization of groups of pupils also
mismatched to the class and without prejudice to the conduct of the programs
curricular;
C) the promotion of other supplementary activities and elective, freely chosen outside
weekly hours of lessons and responsive to the needs and special interests and
still useful for upgrading and Custom tion path
training of pupils.
The school pays particular attention to training opportunities such as:
- activities addressed to pupils with difficulties in school learning;
- Guidance activities, motivation, acceptance and support
especially in moments of transition between different schools and also kind of tutorial mode;
- Activities enabling a more comprehensive assessment of educational processes;
- Activities to strengthen the curriculum.

Art.9 Experimentation, research, training and updating services
n Experimentation is a resource both for individual schools is the education system as a
complex and promotes the ability to operate for obi ttivi and for specific projects, in order to make possible
identifying new training courses, responding to new needs, the activation of new teaching methodologies
.
All subjects in the school, properly involved in those functions and
their skills of each component, working together for the success of the experimental projects.
As part of its characteristics of each cycle of education, the school promotes
additional areas of education and educativ research and teaching on issues and aspects of
education with the aim of improving the quality of training.
The educational research and teaching activities and experimental projects tend to
primarily leveraging the internal professional resources to the school.
The update and in-service training are a school of law and a fundamental
duty personnel and are expressed ome update related to
professionalism and particular function as well as training activities linked to the evolution of
school system and the methodological and didactic innovations. Art.10


teaching Documentation The documentation activity contributes the overall organization of the school service
specifically for each school level for education cycles planned.
In particular it pursues the objectives of:
a) to document the evolution of the school systematically collecting materials relating to
activated educational itineraries, to educational programming choices, the activities
experimental and every other initiative that qualifies the school;
B) maintain links with similar facilities in other states through exchange of
documentation and information about updating and training activity, favoring
participation in research and international projects;
C) compete for implementing research funzioale in paths of innovation and experimentation
;
D) to manage services for the school and especially the library and laboratories.
To pursue these goals is activated in each school a documentation center where he provides
teaching staff service specially detached from teaching,
in the manner provided by law.
Planning and evaluation of the documentation center activities are
competence of the teachers and the methods of operation are defined in the context of
Regulation of the various schools.

Art.11 educational continuity and teaching
Educational continuity and educational h the aim of promoting a training unit path
able to contribute to an organic development of the educational experience of the student.
The realization of educational continuity and teaching contributes with equal dignity and in
to the specific objectives, the action of the schools of each cycle.
The contingency plans on educational and didactic continuity should indicate the procedures and criteria

For the realization of experiences with particular regard to:
a) liaison with the educational experience lived in the family;
B) coordination of the curricula, especially the years iziali and end of each school
segment, including through appropriate activities that induce a knowledge of
school programs of the various school cycles;
C) preparation of verification common assessment criteria and related
the design approach of educational activities in order to strengthen an evaluation unit
pupil;
D) elaboration of criteria to contribute to an overall assessment by the
class council, the entire teaching-learning process and the effectiveness of specific educational experiences
;
E) of renovation activities in common between teachers of various schools;
F) first entry into working life. Art.12 Orientation


The orientation is set up as:
a) formative orientation, it understood as the aim of education that enhances the ability of both
individual choice decision;
B) informational orientation, understood as service related information and training
to the development of each student to accompany him from primary school to entry into the labor
.
The educational guidance starts since childhood cycle and, together with the more specific information
of the secondary education schools, follows the evolution of attitudes and
potential, in order to foster in students a pro dynamic life project rio useful for an insert
active in reality.
And 'primary task of the school to develop a specific action guidance,
part of the study curricula, using appropriate methods and strategies, even through an active relationship
with other institutions operating in the terri orio and a relationship with the families.
The orientation is a design activity of the class, the College Council of
Teachers and the School Council that will have to be defined:
a) medium and long-term objectives;
B) specific interventions in teaching;
C) verification methods;
D) tools and opportunities to involve families in the work enabled to make the student aware
of their knowledge and skills;
E) link with the social subjects;
F) recovery strategies and reorientation addressed with particular attention given to pupils
demotivated and struggling;
G) professional resources to be used.

Art.13 Expansion and diversification of the training
In order to enhance and enrich the learning process of each person, they are provided
forms of collaboration and integration between school and vocational training center, in particular for achieving
:
a) training projects targeted, direct especially at lunni in difficulty in the band
compulsory secondary education;
B) re-entry projects in the secondary school cycle not mandatory;
C) post-secondary training courses that allow specialization in preparing professional
. Art.14 of the


Rating System In order to provide the tools for
institutional and administrative bodies involved to assess the productivity of the education system, onche to assess the temporal effects of
legislative initiatives and educational policies, the State Secretariat for Public Education
prepare periodic initiatives involving:
a) scheduled reports on the quality and yield of the overall education service,
the basis of adequate and explicit scientifically defined indicators;
B) study of specific and targeted issues, attinen to improving the quality of training supply
, also at the request of the schools;
C) analysis of testing proposals;
D) participation in proficiency surveys of European and international bodies
contributing to the definition of the relevant parameters.

Art.15 Recognition of qualifications
The qualifications obtained at the schools of the Republic, at the conclusion of its
courses of study, have legal value.
The mutual recognition of qualifications between the Republic of San Marino and the other
States is regulated by special rules and specific agreements.

TITLE IV MANAGEMENT OF THE EDUCATION SYSTEM

Art.16 Secretariat of State for Public Education
Under the law governing the powers and functions of the State Congress competes
to the State Secretariat for Public Education carry out tasks of guidance, programming, development
, coordination and evaluation assisted by the Teaching Coordination Committee,
mentioned in Article 17 of this law.

The Secretariat of State for Public Education, the particular:
a) oversee the implementation of the provisions of the general rules on education;
B) propose, if necessary, a review of ordinameti d lle schools of different
education cycles;
C) establish the curricula of schools of different educational cycles, or it activates the
review;
D) establish the regulations for schools of different cycles;
E) proposes to update specifications in the case of the introduction of new activities
programs and curricula as well as changes to the laws;
F) promotes the development of intercultural relations and relationships with
education systems of other countries;
G) prepare the annual report on education to be presented to the Congress of State and the
Great and General Council;
H) promotes the necessary evaluation of the school system, with input
of the bodies provided for by this law as well as experts in the world university
and training;
I) oversee, in agreement with the Teaching Coordination Committee, the monitoring
of educational and vocational guidance activities, in particular making use of existing
professional resources in the territory and within the school;
J) care a documentation of school in the Republic. Art.17


Teaching Coordination The Teaching Coordination Committee is working with the State Secretariat for Public Education
to the general education system on the planning, carrying out, in particular, an action for discussion and connection
between the various stages of education, formulating General lines of work in
about the educational continuity within the education system and between it and other subjects institutional training
.
Subject to the powers derived from the specific duties provided for in this Act, the
Teaching Coordination Committee ensures the functioning of teaching and educational
within the school, acting in the field of application and enforcement of || | decisions taken by the political bodies within the existing laws and by corporate bodies
create the conditions for operation and commissioning attodelle same.
The Committee members are the Secretary of State for Public Education Coordinator
Department of Education, the school principals.
The Teaching Coordination Committee is chaired by the Secretary of State for Public Education
or, in his absence, by the Education Department Coordinator.

See Art.18 of Education
And 'it established the See of Education which is the institutional forum through which
various components of the school and the companies must implement their responsible participation in
comparisons of education systems.
The State Council of Education has the following was tions:
a) expresses its opinion on the Annual Report of the Secretary of State for Public Education
on the general performance of the school;
B) expresses its opinion on proposals or draft laws concerning the school system;
C) shall decide on any other matters assigned by the laws and regulations in its
competence;
D) shall decide on the issues that the Secretary of State for Public Education
considers to subject;
E) the Consultation of Education absorbs the powers and functions currently
attributed by law to the Commission Public Education.

TITLE V SCHOOL ORGANIZATION AND TEACHING Art.19


Collegiate Bodies The school achieves the purposes set forth in Article 1 of this law through the
participation of all its members in the life and conduct of the school, in accordance with the
competencies and functions of each subject, bristling val thus the contribution of each
and promoting, in the collective interest, ever new moments of aggregation and comparison.
Such participation is exercised, in particular, through the District Council or the Institute, the
of Plexus Councils and Class Council depending on the specific characteristics of each school cycle,
well as through verification stable moments and comparison to ' inner classes and through free and democratic
useful forms retained in the tssuto school.
Sorts of schools of different education cycles
establish the articulation of their collective bodies and the manner of participation of parents and, where provided, students
to moments of verification and comparison within the individual classes .

Art.20 headmasters

The headmasters are school competence and perform functions
direction, management, promotion effectiveness and efficiency of the service.
The school leaders, in particular:
a) organize school work in function of a rational use of
teaching and non-teaching staff, space for common and specific activities, the
equipment and teaching materials;
B) prepare the feasibility plans for the projects approved by the College of Teachers
, indicating the use of available resources and proposing
competent bodies, in accordance with the provisions in force, those u teriormente necessary;
C) propose to the school structure innovation projects.
The specific tasks related to the school level to which it is assigned each school manager
are established in the legal systems of the schools for the various school cycles.
The headmasters are supported, in an advisory capacity with regard to problems of
organization and coordination of educational activity, by Directorate Councils or Councils
Presidency.
Each direction has a secretarial office.
The secretariats of the schools meet the respective headmasters of administrative activities
and entrusted their service. Art.21


College of Teachers The School Committee has the task of planning the teaching and educational activities and
assess their effectiveness on classes and pupils.
The specific functions of the Academic Colleges are established in the legal systems of the schools
for the various school levels, as well as by the general rules laid down by this law.
The College of Teachers, in particular:
a) develop uniform criteria for the evaluation of liv lli of departure and to start
design of the teaching;
B) decides on the training projects relating to 'the teaching autonomy rea of ​​which
letters a), b), c) of Article 8, on the basis of proposals made by the Class Council or || | of Plexus, preparing a plan indicating the activities to be performed, the timing, methods, teachers involved
, the verification procedures and the evaluation criteria;
C) develop, within the annual planning, intervention plans that
promote educational continuity, on the basis of general guidelines issued by the Coordination
Teaching;
D) decides the periods in which is divided the school year, it provided the unification of
this choice, guaranteed by the Teaching Coordination, for all the same cycle schools;
E) promote links between schools of different cycles;
F) decides on the experimental projects, taking into account the procedures laid down in this Act
;
G) resolution on the current educativ research and teaching activities;
H) decides on the update and in-service training
according to the instructions contained in this Act;
I) approve the annual projects of the documentation center;
J) promote liaison activities of the school with the territory;
K) suggests possible criteria for the formation of the c-axis;
L) program, the service organization.
To be functional to the realization of the various projects, the Academic Colleges
can be articulated in workgroups or departmental structures. Art.22


Class Council and educational programming The Plexus Tips for childhood cycle, for
primary course of Plexus Councils and Class Council and for the secondary schools of Class Councils represent the collective body of
teachers for the performance of activities and of educational services.
The Plexus Council ensures the programming of educational areas and educational
strategies relative to the cycle of childhood.
In the other stages of education, the Class Council represent the collective body
appropriate to ensure the teaching plan in classes, to evaluate the experience evolve
education towards the students and the effectiveness of educational activities provided for in the
autonomy.
At the beginning of the school year the teachers, evaluated the starting levels of pupils in relation
to the specific educational objectives set in the plan of study, prepare a schedule
curriculum, in order to build a teaching plan to be implemented for classes or for plexus
according to the specificity of each school cycle, taking into account the opportunities offered by the autonomy
teaching provided in this Act.
The program is evaluated jointly by the teachers in the Faculty Council or

Plexus and, for those parts of their competence, other collegial bodies concerned and, once defined
, is subjected to the assembly of parents and made public.
Programming is periodically subjected to verifich, adjustments, additions and corrections
, in relation to the performance of the educational activity.

TITLE VI EVALUATION AND EXAMS Art.23

Individual Pupil Assessment
Starting from the primary cycle, the individual assessment of pupils in relation to each
discipline, area or subject area of ​​the study program is designed to record continuously
during the school year the results achieved in terms of overall cure and acquisition
of knowledge and skills, taking into account what is indicated in the curricula and attitudes and
capabilities reflected in the personality of each aluno.
In the context of the overall school, the results of evaluations:
a) allow the correction of the ongoing general programming or individual
disciplines, areas or disciplines;
B) allow to formulate for each discipline, area or subject area, at the end of each period
in which is divided the school year, an overall judgment or, where applicable
, one vote in tenths.
The results of evaluations are the subject, in the course of the year, the dialogue between teachers and families
.
In its scrutiny provided for each period in which is divided the school year, teachers
class, based on the opinions expressed, expressing an overall assessment for each student, taking into account the work and
level general learning in relation to teaching and educational programming
.
Contribute to the overall assessment of the pupil results were also achieved in the area of ​​supplementary teaching
referred to in point b) of Article 8.
The feedback that emerged in the ballots are an integral part of the documentation of the student staff
and shall be communicated to the families of special document.
The success of the global in the final ballot evaluation allows the registration to
next class or, where applicable, the admission to the final exam.





Art.24 Charter of credits
Since the frequency of classes of secondary education, for each student is expected to
paper of credits, with the aim of highlighting the development of accrued
skills and the results achieved through participation in educational activities | particularly significant || carried out in secondary education, in vocational training, in
of school-work experiences and any other learning experiences that are certified
participation and evaluation.
It is an integral part of the student's personal documentation that is released to the
graduation. Art.25 Exams


The provisions relating to the tests are set out in the laws and regulations of the schools
about the various stages of education. TITLE VII OTHER PROVISIONS



Art.26 School Calendar
The school calendar indicates, for each level of the school, the dates of beginning and end of
lessons.
It is proposed annually by the Secretary of State for Education, after consulting
View of Education.
Fifteen days before the start of classes, teachers play the
programming activities and those deemed necessary for roprio school level.
It is the faculty of the Secretary of State for Public Education to declare the closure of
school or suspension of classes if there are established educational reasons or impediment to the operation of the service
or for other reasons.
The school principals can suspend classes for no more than a day in an emergency
for serious reasons, promptly informing the Secretary of State for Public Education
.

Art.27 Registration and formation of classes
The enrollments are made according to the procedures established in the specific regulations
.
Each student is assigned to a class or section.
The criteria for the formation of classes are established by the regulations of individual jurisdictions school
.
The sections or classes where students are assigned bearers of deficiency or with a disability
, the number of pupils per class must ess r required by insertion
plan taking into account the degree and nature of their disability.


Art.28


Regulation of experiments The trials may address particular methodological and didactic innovations

Or innovations related to systems and structures.
The headmasters and teachers who, singolarment or collegially, intend
realize experimental projects concerning methodological and didactic innovations, have
a detailed program to the faculty, which shall decide on the matter.
Testing proposals, with the documentation and feasibility
plans referred to in Article 20 shall be sent by the school manager to Secretary of State for Public Education
for the analysis of them and the assumption the planned financial expenses.
In the case of sorting innovations, they can be activated
experiments that involve one or more educational cycles.
Proposals for system testing can be made by one or more
headmasters, by one or more faculty advisors or by the Secretary of State for Education
.
The sort of experimental projects, together with the target of a possible
spending fund provided for in the budget and the method of teaching staff use, are permitted by
reggenziale decree, while subsequent joints and specifications are subject to || | resolutions approved by the State Congress.

Art.29 of renovation and training activities
Service Proposals to update, on an annual or multi-annual basis, are formulated by the
Teachers Colleges, according to the training needs expressed by the College itself and by Teachers of the individual areas or
disciplines, both by school principals from both the Coordination teaching.
The College of Teachers Exchange also proposed updates that come from
University and other specialized institutions.
For Teachers of role, subject to securing commitment and related documentation, it is expected to
possibilities:
a) follow educational experiences outside the territory;
B) follow cultural educational experiences internal to the Republic of San Marino to the European and international level univers
both at Community trade establishments and research institutes, both public and private
;
C) to participate, as part of its specialization, refresher particularly qualified
activities.
The Secretariat of State for Education aims to update specific activities
in the case of introduction of new programs and curricula, as well as changes to regulations
; such activities are mandatory for school staff and must be provided within
timetable.
Regency Decree regulates specific rules concrete use of
possibilities referred to in a), b), c).

Art.30 Composition of the Consulta of Education
and operation of the Secretariat
The State Council of Education consists of:
a) two representatives appointed by the Great and General Council;
B) two representatives appointed by trade union organizations of employees;
C) two representatives appointed by the Organizations of Autonomous Workers;
D) two representatives of teachers for each school level, elected annually by
respective shareholders;
E) the headmasters;
F) the Presidents of the District Council and the Institute;
G) a representative of the university students, annually elected by a special assembly
the same;
H) a representative of the students enrolled in secondary schools in the
Republic, elected annually by a special assembly of the same;
I) a representative of the students enrolled in secondary schools in places outside the territory,
annually elected by a special assembly of the same;
Members by right are the Secretary of State for Education, who chairs it, and
Department of Education Coordinator.
The secretary and the minutes are carried out by one of the school principals.
To establish the behavior of its work and the voting procedures, the Consultation
of Education was equipped with a regulation approved by the ernment
absolute majority of its members or, if it is not reached after the first vote, with the majority of the voting
. Art.31


Calendar of exams The exam sessions are fixed at the end of the school year.
The exam timetable relating to the various levels of school is set by the Coordination
Didactic by May 31 of each year.
It will be posted within the school sites involved in the care of the
same directions, at least ten days before the start of the examinations.
The student who, for reasons, can not take exams on the day indicated in

Calendars must promptly notify m vated to the school concerned
, so that it is prepared a supplementary test.
Those wishing to take licensing exams or suitability for intermediate classes in
as from private schools, must apply to the Head teacher of the school concerned by
31 March of the current school year.
The examination program must be presented by the external candidate to the school manager
which transmits it to the jury, which may refuse to accept it if it is not
comply with established programs, excluding the examination candidate. TITLE VIII FINAL PROVISIONS



Art.32 reggenziali Decrees of application
Study plans, programs and regulations of the various school levels shall be adopted
Regency Decree.
The date of the election of the governing bodies and the school calendar are established by Regency Decree
.




Art.33 abrogative Standards, Transitional and entry into force
This Law shall enter into force on the fifth day following that of its legal publication.
To ensure regulatory certainty remain in force, mutatis mutandis, the articles into force
60 of the Laws of 30 July 1980 - 72 of October 25, 1980 - the laws and regulations related to the various types
and school levels, as amended.

Our Residence, this day of February 16 1998/1697 dFR

THE CAPTAINS REGENT
Luigi Mazza - Marino Zanotti





THE SECRETARY OF STATE FOR INTERNAL AFFAIRS