Against early school leaving, concreteness and determination

Italy is the fourth country in Europe for early school exchange. While in the north and center it is close to 10%, in the south the percentage of young people leaving school is closer to 20%. To counteract this phenomenon, which is intertwined with that of pedagogical poverty, which is now widespread throughout the national territory, 1.5 billion PNRR funds have been approved, which must be used to support fragility and difficulties. in continuing the study.

More than 50% of these funds will be allocated to schools in the South, but there will be no shortage of perplexities.
In particular, about the methods of repayment of loans, which are distributed at random, but according to the criteria announced in the note of last June 24th. Parameters that were not previously shared with the social partners and that lend themselves to injustice and unreasonable inequality of treatment. They also carry the risk of compromising the duration and efficiency of the measures envisaged, which may become impromptu and not permanent.

On the contrary, it is essential to establish a long-term organizational plan, which is suitable for counteracting the waste of resources while at the same time constantly supporting schools, in the exclusive interest of the students.

The Youth Department of the Meritocracy Italy hopes to take effective and effective measures to strengthen the phenomenon and eliminate it in the long run.

In this perspective, a review of the criteria for the allocation of resources is essential for a more equitable distribution.
The priority interventions should also be:
– the creation of reinforcement courses, which are conducted at times other than school hours, which provide students with deficits and difficulties with constant support throughout the school year, so that they do not leave and are not discouraged from continuing their schooling;
the establishment of a school listener, if possible with the presence of a psychologist who can talk to the pupils, to identify problems and critical situations that could encourage early school exchanges and also ensure the pedagogical path and full well-being ;
– the creation of collective study spaces, both inside and outside school walls, such as study spaces and leisure centers, for such a point of reference, a ‘safe’ place to study and at the same time socialize with classmates and teachers, for the To consolidate student-school relationship between students.

When the family is the first place for socialization and learning, together with the school, it is precisely there that the young learn to become accustomed to good behavior and to form their conscience, for the importance and centrality of the School to understand them.
Therefore, the colors begin to continue their pedagogical path and enrich their education, starting from the parents.
The warning should be given to the teacher to pay maximum attention to properties and skills, to constantly stimulate the knowledge of their aspirations and the motivation to achieve them.

Source: Against early school leaving, concreteness and determination – BULLETIN 30.06.22

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