Click here to download

Thinking about the paths of struggle against the ELS and of those of work and social inclusion as community work. The analysis of the different points of view shared with-in the Below 10 Project in the provincial territories of Cuneo and Verona
Journal Title: WELFARE E ERGONOMIA 
Author/s: Sonia Pozzi 
Year:  2017 Issue: Language: Italian 
Pages:  21 Pg. 63-83 FullText PDF:  262 KB
DOI:  10.3280/WE2017-002004
(DOI is like a bar code for intellectual property: to have more infomation:  clicca qui   and here 


The Early School Leaving (ESL) is a multi-problematic and multi-dimensional phenomenon, on which the European Union has focused its attention for years, because the ESL is cause and effect of situations of marginality and social and labour exclusion. This article presents the results of the first phase of the "Below 10" Erasmus Plus project, implemented in the Italian areas of Cuneo and Verona. Through the analysis of the factors that lead to ESL and of the solutions to combat it, identified and suggested by key informants interviewed into the two territories, this article aims to propose indications for the creation of local practices and policies for fight the ESL, thought as a community work, that in the medium and long run could also foster positive paths of work and social inclusion.
Keywords: Early school leaving (ESL); social inclusion; labour inclusion; community work; provincial territories.

  1. Batini F. (2016). Un panorama desolante. In: Batini F. e Bartolucci M., a cura di, Dispersione Scolastica. Ascoltare i protagonisti per comprenderla e prevenirla. Milano: FrancoAngeli.
  2. Belfield C. (2008). The Cost of Early School-leaving and School Failure. Research prepared for the World Bank.
  3. Capperucci D. (2016). L’abbandono precoce dell’istruzione e della formazione in Europa: cause, interventi e risultati. Lifelong, Lifewide Learning, 12(28): 33-58.
  4. Caputo A. (2004). L’analisi della dispersione scolastica. Teorie, metodi e pratiche di ricerca. Napoli: Oxiana.
  5. CEDEFOP (2012). Trends in VET policy in Europe 2010-12. Progress towards the Bruges communiqué. Working paper 16. Luxembourg: Publications Office of the European Union.
  6. Colombo M. (2010). Dispersione scolastica e politiche per il successo formativo. Dalla ricerca sugli early school leavers alle proposte di innovazione. Trento: Erickson.
  7. Colombo M. (2011). Contrastare la dispersione scolastica attraverso le politiche locali: dalla ricerca all’azione di rete. Autonomie locali e servizi sociali, 2: 169-184., DOI: 10.1447/35566
  8. Colombo M. (2013). Disadvantaged Life Itineraries and the Use of Personal Agency among Italian Early School Leavers and At-Risk Students. ESE Estudios sobre education, 24: 9-25.
  9. Colombo M. (2015). Abbandono scolastico in Italia. Un problema serio, molti circoli viziosi e qualche strategia di prevenzione. Scuola democratica, 2: 411-424., DOI: 10.12828/80465
  10. Commission of the European Community (2009). An EU Strategy for Youth – Investing and Empowering. A renewed open method of coordination to address youth challenges and opportunities. Sec(2009)549final, Bruxelles.
  11. Commission of the European Communities (2009a). Key Competences for a Changing World. Com(2009)640final, Bruxelles.
  12. Dale R. (2009). Early School Leaving: Lessons from Research for Policy Makers. Report written on behalf of NESSE (Network of experts in social science of education and training).
  13. De Witte K., Nicaise I., Lavrijsen J., Van Landeghem G., Lamote C. and Van Damme J. (2013). The Impact of Institutional Context, Education and Labour Market Policies on Early School Leaving: A Comparative Analysis of EU Countries. European Journal of Education, 48(3): 331-345.
  14. European Commission (2011a). Tackling early school leaving: A key contribution to the Europe 2020 Agenda. COM(2011)18final, Bruxelles.
  15. European Commission (2011b). Reducing early school leaving. SEC(2011)96final, Bruxelles.
  16. European Commission (2013). Study on Educational Support to newly arrived migrant children. Bruxelles.
  17. Eurydice/Cedefop (2014). La lotta all’abbandono precoce dei percorsi di istruzione e formazione in Europa. Strategie, politiche e misure, I quaderni di Eurydice, 31.
  18. Fondazione Brodolini (2006). Le Politiche Contro La Dispersione Scolastica. Efficacia ed impatti Quali attori per quali prospettive. Fondazione Brodolini.
  19. Grasso M. (2015). Il successo scolastico dei giovani figli dell’immigrazione: il ruolo della famiglia come capitale sociale. Rivista italiana di educazione familiare, 201-216., DOI: 10.13128/RIEF-16390
  20. ISFOL (2012). Le dinamiche della dispersione formativa: dall’analisi dei percorsi di rischio alla riattivazione delle reti di supporto. Isfol Occasional Paper, n. 5., Roma: Isfol.
  21. Lee V.E. and Burkam J.B. (2000). High school size: the role of school organisation and e structure. Cambrige. MA: Harward Graduate School of Education.
  22. Pandolfi L. (2016). Programmi e azioni di contrasto della dispersione scolastica: casi e metodi di valutazione. Form@re, Open Journal per la formazione in rete, 16(3): 67-78.
  23. Psacharopoulos G. (2007). The Costs of School Failure. A Feasibility Study. Analytical Report prepared for the European Commission.
  24. Ross A. and Leathwood C. (2013). Problematising Early School Leaving. European Journal of Education, 3: 405-418.
  25. Rumberger R. and Lim S.A. (2008). Why Students Drop Out of School: A Review of 25 Years of Research. California: Santa Barbara Univeristy.
  26. Santagati M. (2015). Indicatori di dispersione scolastica. Un quadro internazionale. Scuola democratica, 2: 395-410., DOI: 10.12828/80464
  27. Save the Children Italia (2011). Progetto In-contro. Insieme contro la dispersione scolastica. Analisi e strategie di intervento per il contrasto alla dispersione scolastica. Roma.
  28. Save the Children Italia (2014). La lampada di Aladino. L’indice di Save the Children per misurare le povertà educative e illuminare il futuro dei bambini in Italia. Roma.
  29. Tarabini A., Curran M., Montes A. and Parcerisa L. (2018). Can educational engagement prevent Early School Leaving? Unpacking the school’s effect on educational success. Educational Studies., DOI: 10.1080/03055698.2018.1446327
  30. Verrastro V. e Millone L. (2015). La dispersione scolastica: analisi e proposte di intervento sul campo. Quale Psicologia, 4: 41-51.
  31. Vitale G. (2015). Una seconda occasione di partecipare: i percorsi di re-engagement formativo degli Early School Leavers in Italia tra agency e vulnerabilità. Formazione & Insegnamento, XIII(2): 149-155.
  32. Zurla P., a cura di (2004). Volti della dispersione scolastica e formativa: un’indagine in Provincia di Forlì-Cesena. Milano: FrancoAngeli.

Sonia Pozzi, Thinking about the paths of struggle against the ELS and of those of work and social inclusion as community work. The analysis of the different points of view shared with-in the Below 10 Project in the provincial territories of Cuneo and Verona in "WELFARE E ERGONOMIA" 2/2017, pp. 63-83, DOI:10.3280/WE2017-002004

   

FrancoAngeli is a member of Publishers International Linking Association a not for profit orgasnization wich runs the CrossRef service, enabing links to and from online scholarly content