early school leavers
DESCRIPTION
Reinforcing Attractiveness to Second Chance SchemesTRANSCRIPT
Facoltà di Architettura e società
Master degree in Urban Planning and Policy Design
A.Y. 2013/2014
Policy Analysis
Prof. Bruno Dente
Prof. Simone Busetti
Reinforcing Attractiveness
to Second Chance Schemes
“Everybody is a genius. But if you judge a fish by its ability to
climb a tree, it will live its whole life believing that it is stupid.”
Albert Einstein
Group 1
George Avetisyan 824600
Cecilia Chiarini 814954
Victor Osei Kwadwo 813414
Maryam Qayyoomi Bidhendi 822880
Najeebullah Rasuli 821507
Irene Vegetti 814439
ABSTRACT
The “Work and Learn” proposal stems from a critical assessment of the state of Early School
Leavers (ESL) in the Municipality of Bologna. There have been efforts to redress the situation
and notable among them is the introduction of evening classes as a second chance scheme for a
target group within the ages of 18 to 24 year. Analysis of this intervention reveals that there is a
lethargic response by the target group. The reason has been that, the content of the intervention
(evening classes) yields a zero sum game with cost being fully concentrated on the target group.
Notwithstanding, the goal of reducing ESL is well justified in international, national, regional
and local perspective but the real problem lies in the ‘means’ for addressing the goal. The new
proposal which incorporates a two weeks shift between learning and working is meant to revise
the ‘means’ towards a positive sum game in favor of the target group. It secures them with a
reasonable stipend, professional work and above all an equal certification.
i
TABLE OF CONTENT
TABLE OF CONTENT ................................................................................................................ i
LIST OF TABLES ...................................................................................................................... iii
LIST OF FIGURES .................................................................................................................... iv
CHAPTER ONE
SITUATIONAL OVERVIEW
1.1 Introduction ........................................................................................................................ 1
1.2 Problem Statement ............................................................................................................. 1
1.2.1 State of Problem ............................................................................................................ 1
1.3 Goal ...................................................................................................................................... 2
1.4 Available/Proposed Remediation ...................................................................................... 2
1.5 Expected outcomes ............................................................................................................. 3
1.6 Problem Synthesis .............................................................................................................. 3
CHAPTER TWO
REINFORCING ATTRACTIVENESS TO SECOND CHANCE SCHEMES
2.1. Introduction ....................................................................................................................... 4
2.2 Investigating the problem .................................................................................................. 4
2.2.1 European level ............................................................................................................... 4
2.2.2 National level ................................................................................................................. 5
2.2.3 Local level ..................................................................................................................... 6
2.3 External condition: foreign students ................................................................................ 6
2.4 Re-engaging Early School Leavers: Work and Learn .................................................... 7
2.5 Knowing and Understanding the Actors .......................................................................... 7
2.5.1 Actors ............................................................................................................................. 8
2.5.2 Network of Actors ......................................................................................................... 9
ii
2.2.3 Measuring Complexity .................................................................................................. 9
2.3. Content of the ‘Work and Learn’ Proposal .................................................................. 10
CHAPTER THREE
STRATEGIES: FROM PROPOSAL TO IMPLEMENTATION
3.1 Introduction ...................................................................................................................... 11
3.2 Avoiding Evening Classes and Introduce a two weeks shift .................................... 11
3.2.1 Manipulating the Content of the Decision ................................................................... 11
3.3 Engaging Target Group in a Mandatory Apprenticeship with Formal Training ..... 13
3.3.1 Manipulating the Network ........................................................................................... 13
3.3.2 Manipulating the interaction ........................................................................................ 19
3.4 Shifting Training and Other Associated Cost Form the Target Group ...................... 21
3.4.1 Manipulating the Resources ........................................................................................ 21
3.5 Timing (Window of Opportunity) .................................................................................. 23
3.6 Conclusion ......................................................................................................................... 24
References: .............................................................................................................................. 25
Appendix ................................................................................................................................. 26
iii
LIST OF TABLES
Table 2.1 National indication and Target ...................................................................................... 5
Table 2.2 Existing Composition of Actors .................................................................................... 8
Table 3.1 Proposal implementation basis. ................................................................................... 11
Table 3.2 Professional Schools in Bologna ......................... Errore. Il segnalibro non è definito.
Table 3.3 Levels of Interaction .................................................................................................... 21
Table 3.4 Funding ........................................................................................................................ 22
iv
LIST OF FIGURES
Figure 1.1 Comparative State of Secondary School Abandonment .............................................. 2
Figure 1.2 Problem Synthesis ........................................................................................................ 3
Figure 2.1 International Comparison of Early School Leavers ..................................................... 4
Figure 2.2 National ESL Performance 2006 - 2012 ...................................................................... 5
Figure 2.3 Schools and ESL Risk .................................................................................................. 6
Figure 2.4 Networks of Actors ....................................................................................................... 9
Figure 3.1. Enlarging the content implies solutions should be of interest for the (potential)
opposers and/or the (necessary) ................................................................................................... 12
Figure 3.2. Modality for the Work and Learn Proposal ............................................................... 17
Figure 3.3 Pattern of interaction for implementation (Density increases form 23% to 33%) ..... 19
Figure 3.3 level of interaction .................................................................................................... 20
Figure 3.4 EU Budget showing ESF Allocation .......................................................................... 22
Figure 3.5 Timeline ...................................................................................................................... 24
1
PIANO STRATEGICO METROPOLITANO BOLOGNA
PROJECT 3.2: THE PROMOTION OF EDUCATIONAL SUCCESS FOR ALL
TEENAGERS AND YOUNG PEOPLE
CHAPTER ONE
SITUATIONAL OVERVIEW
1.1 Introduction
“Thinking about school and training means thinking about the involvement of the younger
generation of citizens, Italians and non-Italians, in civil life and in the development of the
community in Bologna.”
Osservatorio Provinciale della Scolarità has observed different dynamics and showed some
characteristic phenomena of the metropolitan area of Bologna. Among these includes a
concentration of students with a difficult schooling (and therefore at greater risk of
abandonment).
1.2 Problem Statement
There is a specific concern on a target group of young people between 18 years and 24 years old,
without educational qualifications. It is hence necessary to take specific actions to support their
re-entry into the formal education system.
1.2.1 State of Problem
The premature abandonment of studies, as calculated by the European statistics (i.e. based on
early school leavers: young people of 18-24 years who have achieved as the average license and
not attending courses or training activities) is decrease in Emilia Romagna from 20% in 2004 to
15% in 2009 and newer analogues, relative to 2010, show that the abandonment of these young
people is 14.9%, against a national average of 19.8%.
2
Figure 1.1 Comparative State of Secondary School Abandonment
Source: Servizio Statistico Miur, Focus: La dispersione scolastica, Giugno 2013
1.3 Goal
The goal as indicated in the PSM is to re-engage and contrast early school leaving. This is to
promote educational success as an indispensable tool to contribute to the well-being of
adolescents and young. It is worth nothing that, one of the priorities of “Europe 2020” explicitly
mentions the need to invest in education in order to combine economic development goals to
objectives of social inclusion and cohesion.
1.4 Available/Proposed Remediation
For some time, the Province supports with specific funding, the network of Local Centers and
Schools with evening classes, proposing a service of guidance/accompaniment provided by a
network of schools composed by all the Permanent Territorial Centers (8) and institutions with
evening courses (14) in the province.
2006 2012
Emilia Romagna 17,7 15,3
Isole 28,2 25,4
Sud 20 15,9
Centro 15,4 15
Nord 18,3 16,1
Italia 20,60 17,6
10
15
20
25
30
per
cen
tag
e
Comparative State of Secondary School
Abandonment
3
1.5 Expected outcomes
The expected outcome is to enhance the credits and innovating teaching methods, supporting a
structured network at the provincial level between the Permanent Territorial Centers and higher
education institutes with evening classes that can receive young people aged between 18 and 24
years who intend to return in the education system.
1.6 Problem Synthesis
However, irrespective of the interventions, the expected outcomes are yet to be realized as there
still remain 14.9% of the youth populations without any high school qualification. The figure
below concludes a lethargic response to the existing innovations. There is therefore the need to
undertake a comprehensive reassessment of the situation with cognizance to actors and strategies
that can be adopted to realize the stated goal.
Figure 1.2 Problem Synthesis
4
CHAPTER TWO
REINFORCING ATTRACTIVENESS TO SECOND CHANCE SCHEMES
2.1. Introduction
The persistence of a sizeable (approximately 15%) proportion of the young population without
any high school qualification amidst the ongoing interventions draws attention to the fact that a
comprehensive approach that focus on attracting students is required. Reinforcing attractiveness
to second chance schemes for all young people implies making second chance schemes
distinctive enough to address the needs of the school leavers.
2.2 Investigating the problem
2.2.1 European level
The Europe 2020 Strategy sets at 10 percent level within which should be contained by early
school leavers. In 2012, 12.7% of all 18 to 24 years olds had not completed upper secondary
education and were no longer in education and training. This represents some 5.5 million young
people. The phenomenon affects far more males (13,6%) than females (10,2%); young people
from a migrant background often display a higher than average rate of ESL, and the risk of ESL
is especially high for disadvantaged minorities.
Figure 2.1 International Comparison of Early School Leavers
Source: Eurostat (2013)
0
5
10
15
20
25
30
35
40
EU
(28
co
un
trie
s)
Eu
ro a
rea
(18
co
untr
ies)
Bel
giu
m
Bulg
aria
Cze
ch R
epu
bli
c
Den
mar
k
Ger
man
y
Est
on
ia
Irel
and
Gre
ece
Sp
ain
Fra
nce
Cro
atia
Ital
y
Cyp
rus
Lat
via
Lit
hu
ania
Lu
xem
bou
rg
Hu
ngar
y
Mal
ta
Net
her
lan
ds
Au
stri
a
Po
lan
d
Po
rtu
gal
Rom
ania
Slo
ven
ia
Slo
vak
ia
Fin
lan
d
Sw
eden
Un
ited
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om
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and
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rway
Sw
itze
rlan
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Fo
rmer
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gosl
av…
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rkey
5
2.2.2 National level
According to the most recent data, relative to the average of 2012, young people 18 to 24 years
olds who drop out of school or any other type of training have dropped to 758.000 (29.000 less
than in 2011), of which 59.6 % males. In the age group considered, the incidence of young
people in possess of the only secondary school certificate is 17.6% (18.2% in 2011) compared
with an EU average of 12.8% (13.5% in 2011).
Table 2.1 National indication and Target
Indicator year 2012 Objective for 2020
17,6 % 16 %
Source: Servizio Statistico Miur, Focus: La dispersione scolastica, Giugno 2013
At the regional level, the situation is mixed: Molise is the only region to have achieved the target
in Europe, with a value of 9.9%. The phenomenon of early school leaving continues to affect in a
more sustained the South, with a peak of 25.8% in Sardegna, 25% in Sicilia and 21.8% in
Campania. In comparison to 2011, Marche, Trentino Alto Adige, Umbria and Liguria recorded a
significant rise in the indicator (respectively, +2.7 +1.9, +2.1, and +1.9 percentage points).
Molise, Lazio, Veneto and Lombardia instead indicate the largest decreases (-3.2, -2.7, -2.7, -2.0
percentage points).
Figure 2.2 National ESL Performance 2006 - 2012
Source: Servizio Statistico Miur, Focus: La dispersion scolastica, Giugno 2013
0
5
10
15
20
25
30
2006
2012
6
2.2.3 Local level
Osservatorio Provinciale della Scolarità investigated the problem underling some typical
phenomena of Bologna and its metropolitan area: first of all the demarcation among the areas of
study, the one related to licei, technical schools, professional schools and courses. In the last two
there’s a concentration of students with a disastrous background, who already failed in their
education; this is one of the reasons they are more likely to abandon school.
Figure 2.3 Schools and ESL Risk
Source: 3.2 La promozione della riuscita formativa per tutti gli adolescenti e i giovani, PSM Bologna
It’s mainly in the technical and professional chain that are collected the more worrying data
about school performance, which are indicators of the real risks of abandonment, and so it’s in
this field that it’s necessary to intervene.
2.3 External condition: foreign students
In this context, particular attention should be placed on young foreign teenagers (they now
represent an average 10% of the high school population) for which the dynamics are even more
worrying: they highlight difficulties more pronounced especially in the first two years of the
5%
16%
30%
49%
Licei
Technical Schools
Professional Schools
Professional Courses
7
second cycle: only 32% of foreign students pass positively the transition from the first to the
second class (in high school). This failure is more than double that for Italians (36.6% versus
15.2% of Italians). The risk of early school leavers is very high. Out of 100 young foreigners
who have started a course of higher education, only 24% reaches regularly the diploma.
2.4 Re-engaging Early School Leavers: Work and Learn
Jochen Kluve (2010) indicating in his meta-analysis of European ALMP youth programs showed
that educational training alone was least effective in re-engaging young people in either
education or training, but programs that combined it with vocational or employment training
were most effective.
The proposal hence is a strategy of ‘Work and Learn’ which combines effectively,
apprenticeship incentives with a diploma security. The proposal is based on the premise that, too
much focus on education puts transferable skills at risk; the most effective interventions combine
life skills, basic education training and work placements or apprenticeships
2.5 Knowing and Understanding the Actors
In carrying the implementation of the stated proposal, it is fundamental to identify the players
already in the sector and assess the shortfalls of the initial proposal. Understating what the actors
bring on board is critical to the realization of the revision of the evening class remedy to early
school leaving.
9
2.5.2 Network of Actors
Figure 2.4 Networks of Actors
Density is approximately 22%. This implies a concentration of interaction and this is true
considering the centralization of interaction.
2.2.3 Measuring Complexity
Types Politicians Bureaucrats Experts Special
interests
General
interests
International
National
Regional
Local
Complexity index is 15 out of 20
10
There is a relatively high complexity based on the different points of view represented by the
actors. However, there is an indication of the localisation of the Municipality’s approach in
solving the problem at stake, because of a non-existent international dimension.
2.3. Content of the ‘Work and Learn’ proposal
Evening classes proposed in the PSM as a solution to early school leaving and a means of
attracting leavers to the educational field has not really yielded the expected results. This is
probably because of the zero sum outcomes it renders to the target group. The point is, most
of the leavers are out of school because of economic reasons. Some get engaged in economic
activities to earn income and to improve their well – being. Offering evening classes with full
cost of tuition concentrated on the leavers doesn’t make it attractive enough. Besides closing
from a day’s work and heading straight to a classroom to learn is too much of an asking
(mentally and physically). In addition gaining the diploma does not guarantee a job in the
short term.
The unresponsiveness is a subtle conflict indication to the available intervention. Considering
the fact that they (school leavers) are already disengaged form studies, it will take our
proposal of a positive sum initiative to motivate leavers to a possible re-engagement. A
redistributive policy is hence adopted and in this case our proposal will imply cost been
distributed and benefit being concentrated.
The content of the ‘Work and Learn’ proposal is therefore a mix of formal education and
apprenticeship which can yield a win - win situation where leavers willing to be re-engaged
can have a professional qualification and a greater job guarantee at an appreciable cost. The
proposal objectives will include:
To avoid evening classes and address the economic needs of the target group;
To engage target group in a mandatory apprenticeship combined with formal training;
To shifts training and other associated cost form the target group.
Some critical considerations will include:
Understanding the plight of the target group and revising the content of the
intervention;
Adopting a collaborative pattern of interaction;
De concentrating cost by enlarging resources;
Taking advantage of external resources by enlarging the network of actors.
11
CHAPTER THREE
STRATEGIES: FROM PROPOSAL TO IMPLEMENTATION
3.1 Introduction
The strategies represent a series of manipulation which will be necessary in the successful
implementation of the stated proposal. These strategies have their reference to the analysis in the
previous chapter and will manipulations related to the content, network, interaction, resources and
finally timing.
Table 3.1 Proposal implementation basis.
Proposal Objectives Strategy Required Purpose
WORK
AND
LEARN
To avoid evening classes
and introduce a two
weeks shift
Manipulating the content
of the proposal
From zero sum to non-
zero sum
To engage target group
in a mandatory
apprenticeship combined
with formal training
Manipulating the Network
Increasing complexity
Institutionalization
Manipulating the
interaction
Inclusiveness: towards
collaboration and
negotiation
To shifts training and
other associated cost
form the target group
Manipulating resources Increasing resources
Timing
The window of
opportunity (the right
moment)
3.2 Avoiding Evening Classes and Introduce a two weeks shift
3.2.1 Manipulating the Content of the Decision
The evening classes as a remedy to the issues of ESL have not been able to affect much the change
in the Bologna ESL situation. Cost is concentrated on the target group (zero sum) in economic
terms and psychological terms as well. The target groups are already out of school for a reason,
usually economical. Bearing tuition cost is harsh enough and studying in the night after work is not
really encouraging. There is therefore the need to expand the content of the decision to avoid
12
evening classes and to address the root needs of the target group which in the first place is money
and work. Enlarging the content implies solutions should be of interest for the (potential) opposers
and/or the (necessary) allies and in this case, it is about realizing a non-zero sum outcome for the
target group.
1. The strategy therefore is a way of engaging the target group in an effective apprenticeship
which is combined with a regular curriculum that awards a secondary school diploma. This
combination is anticipated in two weeks shift between studies and apprenticeship. This will
offer the target group the chance to learn a trade and get high school diploma as well.
2. The modality will be a contract between the municipality, a training institution and an
apprenticeship institution. In this case the cost of tuition will be borne by the municipality
and reasonable stipends will also be paid to the student engaged in the apprenticeship and
studies as well
It is believed that, expanding the content of the decision in this manner can address the dire need of
the target group which is the catalyst for the unresponsiveness (subtle conflict) to the ‘evening
classes’ initial proposal indicated in the PSM of the municipality.
Figure 3.1. Enlarging the content implies solutions should be of interest for the (potential) opposers and/or
the (necessary) allies
13
3.3 Engaging Target Group in a Mandatory Apprenticeship with Formal Training
3.3.1 Manipulating the Network
Together with the list of actor of the original project, some new actors have to be involved.
Manipulating the network in our proposal implies expanding the network of actors with the
intention of increasing complexity (15 to 20) to capture the international dimension which was yet
to be utilised based on our analysis.
The European Union
The European Commission has shoots for decreasing the overall percentage of European Early
School Leavers at less than 10%. For this reason, the European Commission will be considered an
essential actor for the project.
Institutionalisation (The API)
To permit the strategy for the new project, an Agency called API (Agenzia Professioni Integrate)
has to be created: its principal aim is to guarantee not only a match between the school and the
enterprises, which are looking for professional profiles suitable with the ones of the students
provided by the professional schools involved in the project, but also to put into contact the two
students-workers which are going to operate alternating in the Enterprise. This Agency provides a
guarantee to the Enterprise, which will always have competent workers which job will be
continuous, even if the professional position will be occupied by two different people.
14
This agency is going activate other actors in the project which we could gather together in two big
categories:
1. The Professional Schools;
2. The Enterprises.
In Bologna and in its metropolitan area there are Professional Schools related with several study
areas and specialization. Information is available in table 3.2.
Table 3.2 Professional Schools in Bologna
Professional qualification with national and
international validity Qualified schools and courses
Secretarial and Administrative
Operator
Schools
M. Malpighi
Manfredini - Tanari
Aldrovandi Rubbiani
G. Bruno
I.P. Caduti Direttissima
I.P. Paolini Cassiano
Montessori – Da Vinci
Courses
Opera Madonna del Lavoro - FOMAL
OFICINA Impresa Sociale S.r.l.
C.IO.F.S. – F.P. Emilia Romagna
C.E.F.A.L. Bologna
Sell Operator
Schools Manfredini - Tanari
I.P. Paolini Cassiano
Courses C.IO.F.S. – F.P. Emilia Romagna
C.E.F.A.L. Bologna
Cosmetology Operator Courses
ECIPAR Bologna
FORM.ART.
C.IO.F.S. – F.P. Emilia Romagna
Woodworking and Interior Design Operator Course Associazione CNOS-FAP Emilia Romagna
Apparel and Fashion Design Operator School Aldrovandi Rubbiani
Mechanical Operator
Schools
M. Malpighi
I.P. Belluzzi Fioravanti
Beata Vergine San Luca
Fondazione Aldini Valeriani - Siriani
G. Bruno
Alberghetti
Courses
FUTURA Soc. Cons. a.r.l.
Associazione CNOS-FAP Emilia Romagna
Fondazione Aldini Valeriani
Mechanical Operator of Systems Courses Fondazione Aldini Valeriani
15
Professional qualification with national and
international validity Qualified schools and courses
OFICINA Impresa Sociale S.r.l.
Self-Restoration Operator
School I.P. Belluzzi Fioravanti
Courses Fondazione Aldini Valeriani
FUTURA Soc. Cons. a.r.l.
Hydraulic and Plumbing Operator
School I.P. Belluzzi Fioravanti
Courses OFICINA Impresa Sociale S.r.l.
Associazione CNOS-FAP Emilia Romagna
Electrical System Operator
Schools
M. Malpighi
I.P. Belluzzi Fioravanti
Alberghetti
I.P. Caduti Direttissima
Courses
OFICINA Impresa Sociale S.r.l.
FUTURA Soc. Cons. a.r.l.
C.IO.F.S. – F.P. Emilia Romagna
C.E.F.A.L. Bologna
Electrical - Electronical System Operator
Schools
I.P. Belluzzi Fioravanti
Alberghetti
I.P. Caduti Direttissima
Courses
FUTURA Soc. Cons. a.r.l.
C.IO.F.S. – F.P. Emilia Romagna
C.E.F.A.L. Bologna
Construction and Building Operator Courses I.I.P.L.E. – Istituto Edile
Agricolture Operator Schools Serpieri – B. Ferrarini
Serpieri – L. Noè
Graphic Design Operator Schools
Aldrovandi Rubbiani
Beata Vergine San Luca
Fantini
Pess Operator School Fondazione Aldini Valeriani - Siriani
Courses Associazione CNOS-FAP Emilia Romagna
Catering Operator
School B. Scappi
Courses Opera Madonna del Lavoro - FOMAL
C.E.F.A.L. Bologna
Touristic and Reception Operator Schools
B. Scappi
Montessori – Da Vinci
Courses OFICINA Impresa Sociale S.r.l.
API is going to welcome all the Enterprises which are related to the study disciplines of the listed
Professional Schools: no matters the size or the importance, as long as there are educational
proposals and career opportunities.
The Agency will engage some supervisors which are going to test the effectiveness of the
educational experience of the involved students who are going to be evaluated not only in their
school classes but also in their practice.
In the pilot project, two schools under the same institution of higher education Arrigo Serpieri are
going to be involved:
16
Istituto Professionale per l’Agricoltura e l’Ambiente B. Ferrarini
Istituto Professionale per l’Agricoltura e l’Ambiente L. Noè.
Their field of education are related to local production of food and wine which is today one of the
most prestigious business of Italian economy.
Eataly will be the principal enterprise of the pilot project but it will involve all the Enterprises
present in its network of producers as well. The collaboration will become more strong once that
F.I.Co. (Fiera Italiana Contadina) will be set in Bologna and the collaboration between Caab
(Centro Agricolo Agroalimentare Bologna) and Eataly will be official.
17
Figure 3.2. Modality for the Work and Learn Proposal
18
19
3.3.2 Manipulating the interaction
The ways in which the actors interact between themselves affect the outcome of the decision
process. Implementing the work and learn proposal will adopt an inclusive approach that
employs collaboration and negotiations.
Figure 3.3 Pattern of interaction for implementation (Density increases form 23% to 33%)
I. The first step of interaction is the submission of a proposal to the EU for the ESF call by
Province of Bologna through the Ministry of Education.
II. Awaiting approval and subsequent funding, the municipality will engage the target group
through a series of forum as a wake up to assess initial interest.
III. A positive result will transcend to the creation of the API who will be tasked to make
consultation, negotiate and reach a reasonable agreement with professional schools for the
training of students and enterprises for the apprenticeship.
IV. The API from there will serve as an intermediary who will sign the students a contract that
stipulates a two week shift between learning in a professional school and apprenticeship in
an enterprise till the person of interest gains a recognized secondary school diploma.
21
Table 3.3 Levels of Interaction
Level Actors Interaction
1st
EU
MIUR
Province of Bologna
Municipality of Bologna
Consultation with the EU for funding through the MIUR
Collaboration between the MIUR and Municipality in the
disbursement of fund
2nd
Province of Bologna
Target Group
Publicity Campaigns to draw interest
A public forum to engage the target group to assess and register
interest in the proposal
3rd
Province of Bologna
API
An intermediary in the form of the API to be the proposal
administrative body as well as link between professional schools,
enterprises and students
4th
API
B. Ferrarini L. Noè
API identifies and negotiates with professional schools to reach an
agreement for the proposal implementation.
Contracting students and coordinating activities between them and
participating professional schools
5th
API
Eataly Caab
API identifies and negotiates with enterprises to reach an agreement
for the proposal implementation.
Contracting students and coordinating activities between them and
participating Enterprises.
3.4 Shifting Training and Other Associated Cost Form the Target Group
3.4.1 Manipulating the Resources
Enlarging the content, network and interaction will come with some financial requirements
considering its benevolent nature
Funding
In addition to the funds allocated in the budget units that are equipped with the availability under
the provisions of the Article 37 of the Law n. 40 of the 15th
November 2001 (Account book of the
Emilia Romagna), part of which will surely be invested in the new strategy to reduce early
school leaving, 7 February 2014 the Italian State has issued a law on this particular issue; to
counter the phenomenon of school dropouts it has been launched a national call establishing the
terms and conditions for the beginning, on an experimental basis, of a program of supplementary
and innovative teaching.
22
For this important action, the Decree Law of the 12th
September 2013, n. 104 authorizes the
expenditure of 15 million of euros, which must be distributed in the various Italian regions
according to the school population and the rate of early school leavers; in particular, to Emilia
Romagna are allocated 993 611 of euros.
Table 3.4 Funding
Students
Allocation
based on
population
ESL – Early
School Leavers
(2012)
Variation in
comparison with
the national
average
Corrective quote
for early school
leaving
Total funding
526.019 € 1.004.816 15,27 -0,1 € -11.205 € 993.611
Source: Ministero dell’Istruzione, dell’Università e della Ricerca, D.M. 7 febbraio 2014, n. 87
In addition to the resources coming from the Italian institutions, The European Union defines the
European Social Funds (ESF), the main financial instrument to support employment in the
United States and to promote economic and social cohesion; the ESF's resources amount to about
10% of the total EU budget.
Figure 3.4 EU Budget showing ESF Allocation
Source: The European Social Fund. (http://ec.europa.eu/esf)
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Among the objectives of the ESF in the period 2014 - 2020 there are job placement and better
education: in this period the EFS will work to implement projects to educate people (especially
young people) and help them find a job, and finance throughout the continent initiatives to
improve education and training and to ensure that young people complete their training, in order
to obtain the necessary skills to make them competitive in the labor market.
Among the priorities there are the reduction of the dropout rate and the improvement of the
educational and training opportunities.
The European Social Funds represents an hypothetical very important investor for the project
because for the period 2007 – 2013, Italy received 6,9 billion of euros in investments from the
ESF, to which has been added to the national co-financing, for a total of 15.3 billion of euros.
Positional Power
Tapping into the positional value need of the actors specifically, the enterprise owners (Eaterly
and CAAB) will be a valuable resource in the realization of the project. The positive social
image craved by these actors gives our proposal the chance to use their platform to stage the
apprenticeship part of our Work and learn proposal.
3.5 Timing (Window of Opportunity)
The nature of the proposal will require an assurance of fund inflow. It is therefore fundamental to
anticipate and draft the proposal to the EU when the ESF call for proposal is opened.
Implementation hence will be initiated as and when the proposal receives a go ahead with the
required commitment funding.
More importantly, the timely set up of F.I.Co in Bologna, and the official collaboration between
C.A.A.B. (Centro Agricolo Agroalimentare Bologna) and Eataly will pave a valuable path for
the successful implementation of the proposal.
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Figure 3.5 Timeline
3.6 Conclusion
Reinforcing second chance schemes based on the ‘work and learn’ proposal constructively
addresses the pertinent challenges that makes coming back to school unattractive to ESL’s. The
two weeks shift between learning and working is meant to eliminate cost burden from the target
group. It adopts strategies to absorb these relieved burdens through a series of manipulations on
the content of the decision, the network, interaction and resources not forgetting the relevance of
timing. We anticipate that the attractiveness of the scheme makes it the most feasible and
represent the key to a successful reduction of ESLs in Bologna. The proposal will however be
rolled out in a tentative manner for evaluative purposes. Its successful continuity will then be
based on the respective evaluation feedback which will give room for modifications.
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References:
- European Commission, 2013, “Reducing early school leaving: Key messages and policy support.
Final Report of the Thematic Working Group on Early School Leaving”
- The European Social Fund. 2007-2013 Investing in People. Assessed on 1/06/2014 from
http://ec.europa.eu/esf
- European Commission, 2012, “L’Italia e il Fondo Sociale Europeo”
- 2nd
Chance UK 2012, “International Approaches to Second Chance Education”, Assessed on
1/06/2014 from http://2ndchanceuk.org/Downloads/International-Doc.pdf
- Ministero dell’Istruzione, dell’Università e della Ricerca, Decreto Ministeriale 7 febbraio 2014, n.
87, “Bando nazionale per il contrasto dei fenomeni di dispersione scolastica con particolare
riferimento alle aree a maggiore rischio di evasione dell’ obbligo”
- Servizio Statistico Miur, Focus , 2013, “La dispersion scolastica”
- PSM Bologna, “La promozione della riuscita formativa per tutti gli adolescenti e i giovani”
- Dente B. 2012, “Policy Decisions: How To Take Them, How To Study Them”
Sitography:
- Eurostat,
http://epp.eurostat.ec.europa.eu/portal/page/portal/europe_2020_indicators/headline_indicators
- High school guide, http://www.guidascuolesuperiori.provincia.bologna.it/
- Osservatorio sulla scolarità provinciale,
http://www.provincia.bologna.it/scuola/Engine/RAServePG.php/P/257811300409/T/Osservatorio-
sulla-scolarita-provinciale-
- Provincial Observatory school attendance,
http://www.provincia.bologna.it/scuola/Engine/RAServePG.php/P/257811300409/T/Osservatorio-
sulla-scolarita-provinciale-
- Eataly, http://www.eataly.it/
- CAAB, http://www.caab.it/it/
- F.I.Co, http://www.caab.it/it/tag/fico/
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Appendix
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Appendix
Description of activities
Group member Ativities performed
George Avetisyan Finding the production companies related in the
project and interaction of actors
Cecilia Chiarini
Language support for the PSM project, data
research in the Miur and European Union websites,
support in the elaboration of the pilot project
Victor Osei Kwadwo Structure and organization of the work, writing
parts of the project
Maryam Qayyoomi Bidhendi Writing parts of the project, about the content of
the decision
Najeebullah Rasuli Manipuating the interactions between the actors
and working on the actors’ goals.
Irene Vegetti
Main idea of the two weeks shift, language support
for the PSM project, elaboration of the pilot
project, support in the data research
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