School dropouts provide Bianchi with guidance to school leaders on NRP resources to use [PDF]

Education Minister Patrizio Bianchi wrote, as already announced in recent days, to the school leaders of the beneficiary institutes of the first 500 million allocated under the plan to reduce territorial gaps and combat early school dropout, as set out in the National Recovery and Resistance Plan (PNRR).

The Minister’s letter accompanies “Guidelines for implementing initiatives in schools”, A document designed to guide schools in the strategic use of available resources.

The common challenge – writes the Minister – is to be able to overcome long-term gaps and to strengthen the conditions for the development of an economy with a high level of knowledge, which based on the current criticalities may be able to invest in female students’ competencies. The main guidelines for the implementation of interventions in schools provide the first operational indications, the objectives of the investment, the timing and the main measures that can be activated, to start planning effective actions, starting from a context analysis of the school and the main critical issues it is necessary to intervene, also through networking projects with other educational institutions, in order to create territorial synergies, collaborations and exchanges;“.

Involved in this first phase of the implementation of the plan as it makes available as a whole 1.5 billion euros, 3,198 primary and secondary schools with female pupils in 12-18 years old, selected on the basis of indicators relating to dispersion and the socio-economic context to which the resources will be allocated directly. Multi-year projects must start with the next school year.

The document sent today defines the main guidelines for planning interventions from schools, outlines some types of actions that can be implemented, sets out a timetable and highlights the tools to support institutions at all stages of PIA.

Within their autonomy – explains Bianchi – land schools are encouraged to develop, also online and together with other subjects in the area, a multi-year comprehensive project to improve and enrich the educational offer and to support learning and leisure activities, which also provide territorial teaching pacts and the identification of a dedicated team of teachers and expert counselors for the prevention of early school leaving“.

The guidelines

Schools must prepare actions that have a vision formulated in multi-year plans, with the aim of building networks and strengthening connections to the territory. They will need to promote synergies, systematic and continuous cooperation and involve the whole education community – including families and the third sector – also through education pacts. The activities must not be limited to the teaching offer: The planning of learning courses outside the curriculum will be important in order to open up and strengthen the skills of girls and boys. Orientation will be central in the definition of the efforts, especially in the transition between primary and secondary schools. In case of greater fragility, it will be possible to offer personal learning courses, as well as guidance activities and major laboratory teaching. School projects must also be structured so that they deal with any signs of unrest and risk situations in a preventive manner.

The types of action and the schedule

The paths that schools must define can be designed for individual students, in the case of mentoring activities, or for groups, for improving skills, for orientation, also with the active involvement of families, for the realization of laboratory activities. leisure activities (disciplinary or relating to cinema, theater, sports, music, for example). After a phase of context analysis, the projects must be prepared in October 2022 and be implemented over the two-year period, no later than December 2024.

School dropout prevention team

Within each school, a team of expert teachers and tutors will be set up to assist in identifying female students at greatest risk of dropping out and in planning and managing interventions. The schools will also have support groups, activated in the regional school offices, the territorial training teams and the “School Task Force”, which will ensure technical-administrative support, as well as data collection and monitoring of activities.


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