The purpose of this text is to analyse the complex phenomenon of early school-leaving and to contextualize it within the Italian school system, with a focus on Southern Italy and, in particular, on Apulia and the Province of Lecce. Part one concentrates on the theoretical assumptions linked to this phenomenon. The definition itself of school-leaving conveys the idea of the multidimensionality of this problem, which covers a variety of events and behaviours — i.e. lack of admission, failures, irregular attendance, etc. — ultimately leading to dispersion, and has to be necessarily distinguished from the term ‘drop-out’ which specifically refers to students who interrupt their course of study without completing it. In Part two, the text describes the Italian school system and highlights the recent changes in the educational structure, showing how powers and responsibilities that were performed, in the past, by the State Administration and the Ministry of Education, are now transferred to local authorities such as the Regions, the Provinces and the Municipalities, in a perspective of decentralisation and deregulation. Part three focuses on early school leaving in the south of Italy, where this behaviour is particularly widespread, due to socio-economic causes but also to personal demotivation.
EARLY SCHOOL LEAVERS AND DROPOUTS: A MATTER OF EDUCATIONAL APPEAL
BINANTI, Luigino
2012-01-01
Abstract
The purpose of this text is to analyse the complex phenomenon of early school-leaving and to contextualize it within the Italian school system, with a focus on Southern Italy and, in particular, on Apulia and the Province of Lecce. Part one concentrates on the theoretical assumptions linked to this phenomenon. The definition itself of school-leaving conveys the idea of the multidimensionality of this problem, which covers a variety of events and behaviours — i.e. lack of admission, failures, irregular attendance, etc. — ultimately leading to dispersion, and has to be necessarily distinguished from the term ‘drop-out’ which specifically refers to students who interrupt their course of study without completing it. In Part two, the text describes the Italian school system and highlights the recent changes in the educational structure, showing how powers and responsibilities that were performed, in the past, by the State Administration and the Ministry of Education, are now transferred to local authorities such as the Regions, the Provinces and the Municipalities, in a perspective of decentralisation and deregulation. Part three focuses on early school leaving in the south of Italy, where this behaviour is particularly widespread, due to socio-economic causes but also to personal demotivation.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
