Project P.A.R.I. (Paths for Antidispersion, Recovery, Inclusion) – Guidance Workshops to combat early school leaving


Project P.A.R.I. (Paths for Antidispersion, Recovery, Inclusion) – Guidance Workshops to combat early school leaving

Affiliation(s)/ Institution

Città Metropolitana di Genova - Italy

Email addresses

Project funded by

Unione Province d’Italia – Azione Province Giovani

Promoter name and country

Provincia di Genova - today called Città Metropolitana di Genova - Italy

Partner(s) name and country (if applicable)

Provincia di Alessandria – Provincia di Reggio Calabria

Type of provider


Area of implementation

  • urban
  • nazional

Context and motivation of the project - legislative background/obligations, institutional policy, institutional structures

The project come from the "Provincial Plan for Guidance, Antidispersion and Right to Education" which is the guiding principle for various projects including the Provincial Agreement for the prevention and to combat early school leaving of young people in compulsory education and/or training. that from 2009 intends to promote networkin of educational and institutional actors of the territory.

Aims of the project

Develop forms of prevention and recovery of youth problems, qualify the teaching, motivate school attendance of students at great risk of school leaving, promote the acquisition of certified skills, pass the exam

Target group

  • students

Description of the target group

Students of classes third medium who have high risk for school dropout for their personal characteristics, learning difficulties, language comprehension difficulties, behavioral problems, difficult family situations, integration problems

Staff (selection, evaluation, training, promotion)

Officials of the Metropolitan City Education office with coordinating, monitoring evaluation of the entire project, officials of the provinces partners, teachers, representatives of schools with functions for selecting participants, trainers, tutors, psychologists, vocational training centers

Methodological approach, activities implemented

Has been made of the training courses integrated school / training (workshops of 30 hours, including 24 of practical activity, two welcome-orientation, 4 activities related to legality) "sewn" on the basis of the requests of the students regarding professional areas frequented by proposing a personalized learning as much as possible. Workshops were organized as Learning Units and articulated in training aimed at producing a typical product of the professional areas chosen by the students: mechanical, computer, electrical, plumbing, carpentry, mosaic, jewelery, catering, etc. This artifact was brought by students to the state as evidence multidisciplinare. The formative action was aimed at the recovery of the personal resources of the students enabling them to significant educational goals through different routes depending on the characteristics and needs of the children themselves.

Results and impact - data of program internal/ external evaluation, beneficiary satisfaction, the impact of the didactical practices at individual and institutional level

47 comprehensive schools have joined the project PARI that have identified 312 students participating in the workshops, for a total of 28 laboratories activated. 90.1% of students who attended the workshops were admitted to the examination, 86.8% used as evidence multidisciplinary product made during the workshop activities. The skill employed for the realization of artifacts contributed to the strengthening of personal satisfaction and self-esteem, often struck by repeated school failures, and favored more appropriate ways of relating to teachers / companions.

Conclusions, lessons learned

The project has largely achieved the objectives set at the design stage, the performance indicators were often higher than expected values: almost all students have completed the workshop path

Directions of further development/ Transferability, replicability

The project may well be extended, not only in reference to the number of participants and a longer path of laboratory activities, but it could be also increased the number of hours of motivational support

Type of ESL (early school leaving) practice

  • Prevention
  • Intervention
  • Compensation

Web references (url, social media presence)

Parameters on which the practice is applicable (check those appropriate)

  • Governance and coordination
  • Methodologies of provision
  • Objectives and needs
  • Competences and skills for practitioners
  • Common framework and quality standards
  • Evaluation of performance and effectiveness