INTERVENTION POLICIES PROPOSED BY THE EUROPEAN UNION TO COMBAT EARLY SCHOOL LEAVING AMONG MIGRANT PUPILS

Abstract

Currently, in Europe, many young people drop out of school or training before completing secondary education. According to findings from some international research, the average dropout rate is twice as high for immigrant pupils as for native students. In fact, on this front, what emerges from the analysis of the educational achievements of pupils of immigrant origin is that, in most European countries, the educational itinerary of these pupils is characterized by a significant incidence of dropouts, dropouts and delays. In this regard, over the past decades, European institutions have drafted several documents aimed at urging member states to promote, through schools and education, the effective school and social integration of the many pupils of immigrant origin living in member countries. Our examination intends to focus on those documents that offer a fairly comprehensive picture of the positions taken by the European Union not only with regard to the school failure of immigrant pupils, but also with respect to the equally fundamental need to create school paths of integration from early childhood; to promote organic and effective forms of interaction between school and family; and to design specific Courses for learning the national language aimed also at the parents of immigrant pupils.