In 2022 alone, 465,000 students dropped out of school in our country.
An alarming fact, photographed by the CGIA of Mestre, equal to 11.5 percent of the population ofin the population present in the age group between 18-24 years: these are students with at most a high school diplomawho have not followed professional training recognized by the Region lasting more than 2 years and who are not taking school courses or training activities. The eurozone average is 9.7 percent.
However, in the same year, 55,500 people left our country to settle abroad. Thus, those who abandon represent a number 8 times higher than that of young people aged 18 to 39 who emigrated and were deregistered.
These are the data reworked by the CGIA Research Office, according to which if school dropout is not yet perceived as an educational scourge with a frightening social costBut the “flight” abroad of many young people is happening despite the figures.
Therefore, for many SMEs it will be difficult to find qualified personnel to include in production processes.. Only Spain (13.9 percent school dropouts) and Germany (12.2 percent) are in a worse situation than us: even if “school dropouts” are decreasing throughout Europe, among 20 eurozone countries in 2022 Italy ranks third in terms of school dropouts among young people aged 18 to 24.
In detail, according to the CGIA Research Office, compared to the main countries of the European Union, Italy presents two major problems in the field of education/school training: firstly, a low number of graduates and graduates , especially in science subjects. If we fail to close the gap with our competitors in a reasonably short time, we run the risk of a general impoverishment of the national system. Secondly great educational poverty which, according to experts, goes hand in hand with economic poverty.
The causes which determine the “flight” from school are mainly cultural, social and economic: children from socially disadvantaged backgrounds and families with a low level of education are more likely to abandon school before having completed the course of study which leads them to obtain at least a secondary school diploma.
The CGIA of Mestre, however, highlights how they should be addressed more resources for the extraordinary inclusive work being done by vocational education and training institutes (IEFP). These realities have become a point of reference for students of foreign nationality, for people with disabilities and for students returning from previous academic failures. Schools which often operate in areas characterized by strong urban and social degradation which, thanks to the extraordinary “anti-dispersal” work carried out, deserve to be supported.
Focus on the most critical situation affecting the South, which has the highest dropout rates. The comparison between school dropouts and the “brain drain” in Campania presents the highest gap (the first is numerically 16 times larger than the second). Puglia and Sicily follow with 14, and Tuscany and Sardinia with 8.
