National Recovery and Resilience Plan 2021-2026. Mission 4, Component 1: Investment 1.4. “Extraordinary intervention to reduce territorial disparities in cycles I and II high school.
Piano Nazionale Di Ripresa e Resilienza, Missione 4, Componenti 1, Investimento 1.4: Intervento straordinario finalizzato alla riduzione dei divari territoriali nei cicli I e II della scuola secondaria di secondo grado
Country:
Territorial Level:
Italy
National
ESL Europe Average in 2022:
9,6 %
Country ESL rate in 2022:
11,5
Policy Description:
The investment 1.4. mentioned above is linked with dropout because among its objectives it mentions the development of a strategy to fight against early school leaving. The specific actions that this investment supports have been developed and identified in different documents (linked below).
Policy Body of Reference:
https://m.flcgil.it/leggi-normative/documenti/note-ministeriali/nota-109799-del-30-dicembre-2022-pnrr-missione-4-istruzione-e-ricerca-istruzioni-operative.flc
Time period:
2021-2026
Active/Inactive:
Active
Vulnerable Population mentioned:
Yes (disadvantaged socioeconomic environments, migrant backgrounds, and special educational needs).
Most important Let's Care Pillar:
Safe Learning
Safe School Dimensions covered:
- Training and advice for families: providing information to families about the early detection of early school leaving.
- Identification of risks and educational needs: establishing a group of teachers in the educational centre that monitor students’ needs and the risk of dropping out.
- Educational support: offering extra training in some subjects in small groups.
- Offer educational and professional guidance: providing educational and employment guidance in lower secondary stages.
- Make curriculum flexible: defining programs for children with disabilities and intertwining curricular and extracurricular learning.
- Individualization of learning: individualizing the learning in the case of students with learning difficulties considering especially the situations of students with special needs, migrant backgrounds or low socioeconomic status.
- Exploration-based learning: introducing laboratory practices.
- Links between school and other actors: working with municipalities, employment services, NGOs and other schools.
- After-school activities: laboratory courses and educational reinforcements.
Methodogical Note:
More than 60 policies from 11 countries have been examined to detect the top ten most comprehensive (considering what ESL policies’ dimensions have been prioritized, what vulnerable groups are considered, and what systemic levels stand out).The template dimensions analysed are training for teachers; teachers’ well-being; teacher participation; family involvement in the school community; training and advice for families; family participation in the educational process; identification of risks and educational needs; early school leaving warning system; educational support; emotional support; financial support; specialized and support personnel; offer educational and professional guidance; make curriculum flexible; make the management of times and spaces flexible; individualization of learning; permeability of educational system; facilitate transitions between school stages; exploration-based learning; develop socio-emotional skills; avoid segregation; language support; expert support to inclusion; institutional sensitivity; links between school and other actors; after-school activities; working in the school coexistence climate; physical characteristics of the school; and enable student participation in school. The vulnerable circumstances studied are gender, migrant background, ethnicity, disabilities, and non-parental care. The systemic levels considered are individual, relational, community, and political.The whole Database is available in Excel files in this HUB in case someone would like to consult them. In these Excel files, detailed methodological clarifications can be found. Bear in mind that the Policy Database is linked to the Let’s Care project Deliverable D2.2. entitled “Policy paper: economics of early school dropout: impact assessment and policy recommendations”. Therefore, the whole explanation of the methodological criteria applied can be found in Deliverable D.2.2 Annex III.
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