Including adolescent migrants in school through VET approach: evidence from a pilot action in Italy

• Main Authors: Valentina Lamonica, Elena Ragazzi, Lisa Sella
• Format: Article
• Language: English
• Published: SpringerOpen 2020-07-01
• Series: Empirical Research in Vocational Education and Training
• Subjects: Vocational education; Disadvantaged young; Early school leaving; Counterfactual analysis
• Online Access: http://link.springer.com/article/10.1186/s40461-020-00092-x

Abstract This paper investigates the effectiveness of a small experimental pilot addressed to foreign adolescents with low language skills and high dropout risk in lower secondary school in Turin, North-West Italy. The intervention aims at reducing Early School Leaving while supporting standard school curricula. In order to facilitate students’ re-motivation and their attachment to the school environment, the pilot proposes an original VET approach that alternates standard school activities to innovative vocational training. In particular, treated students substitute 290 h VET courses for 10 standard school weeks along a scholastic year. First of all, the analysis aims at evaluating effects on Early School Leaving. Then, since the pilot requires a long period in VET away from school, the study evaluates effects on educational outcomes. Oltre I Muri is a very small pilot experiment, involving seven schools and offering 11 VET positions to migrant students. We investigated the effectiveness of the program by an experimental counterfactual approach: participants have been randomly assigned to a treated and a control group with similar characteristics. They are adolescent migrants attending the 2nd year of lower secondary school and manifesting very high drop-out risk. Treated students attend the alternating VET/school pilot, while control students attend standard school classes. Randomization inference allows assessing average treatment effects, but the very small sample size does not guarantee statistical significance at standard levels. Results anyhow suggests some effectiveness of the project in contrasting Early School Leaving. In particular, while some non-treated students dropped out from school during the pilot, all treated students regularly completed their scholastic year. This can be interpreted as a 20% increase in school attendance, with an 80% confidence level assessed by Montecarlo randomization. Finally, extreme value bound techniques applied to test scores suggest that treated students do not prejudice their learning by attending VET instead of standard school classes during the pilot. On the contrary, their school attachment is reinforced.