Abstract

This paper examines the trend of school dropping out in Europe and in the OECD area through some key statistical indicators, related to the attainments, to the basic skills and to the achievements reached by young people. The comparative analysis of the phenomenon, in fact, can be useful and necessary to set up adequate policies to reduce dropouts, adopting effective strategies and evidence-based measures. In particular, I will analyze three main indicators: i) early leavers from education and training (source: Eurostat); ii) young people in and not in education by work status (employed, unemployed, inactive) with a specific focus on NEETs (source: OECD, Education at a glance); iii) low achievers in reading, mathematics and science without an adequate level of basic skills (source: OECD PISA). The paper offers a diachronic analysis of these indicators, considering differences, improvements, and problems in different countries, also highlighting the gap deriving from gender and country of origin. Males and students with an immigrant background are identified as a privileged target of the intervention policies.