early school leavers

34
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

Upload: najeeb-rasuli

Post on 22-Jul-2016

233 views

Category:

Documents


0 download

DESCRIPTION

Reinforcing Attractiveness to Second Chance Schemes

TRANSCRIPT

Page 1: Early School leavers

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

Page 2: Early School leavers

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.

Page 3: Early School leavers

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

Page 4: Early School leavers

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

Page 5: Early School leavers

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

Page 6: Early School leavers

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

Page 7: Early School leavers

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%.

Page 8: Early School leavers

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

Page 9: Early School leavers

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

Page 10: Early School leavers

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

Kin

gd

om

Icel

and

No

rway

Sw

itze

rlan

d

Fo

rmer

Yu

gosl

av…

Tu

rkey

Page 11: Early School leavers

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

Page 12: Early School leavers

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

Page 13: Early School leavers

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.

Page 14: Early School leavers
Page 15: Early School leavers

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

Page 16: Early School leavers

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.

Page 17: Early School leavers

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

Page 18: Early School leavers

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

Page 19: Early School leavers

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.

Page 20: Early School leavers

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

Page 21: Early School leavers

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:

Page 22: Early School leavers

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.

Page 23: Early School leavers

17

Figure 3.2. Modality for the Work and Learn Proposal

Page 24: Early School leavers

18

Page 25: Early School leavers

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.

Page 26: Early School leavers
Page 27: Early School leavers

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.

Page 28: Early School leavers

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)

Page 29: Early School leavers

23

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.

Page 30: Early School leavers

24

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.

Page 31: Early School leavers

25

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/

Page 32: Early School leavers

26

Appendix

Page 33: Early School leavers

27

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

Page 34: Early School leavers

28