Abstract
Skills gaps between people and socio-economic groups persist over time and affect the future of generations.Social change sees the relationship between education as a dynamic process, linked to “life long learning” and equity (Lisbon Commision, 2020) and the concept of human capital.The analysis of such a correlation will be the subject of the study to highlight the reasons for early school leaving and the repercussions on the labour market in some disadvantaged territorial units of reference in Campania (Italy).This regional context is characterized by a higher incidence of poverty, poor school performance and a less favourable condition of young people in the labour market.The examination will focus on the northern suburbs of Naples.
Highlights
Discussing education and human capital is an attempt to speak with other terms of social change, which must occur through a renewal of individual strategies and a rethinking of one’s own educational and work paths
4.1 The Situation in Southern Italy As a matter of fact, the analyses on the transformations of the current labour market examined are true on a general level it must be remembered that what individuals experience in some local contexts—those in which the need to invest in human capital seems to be greater—must come to terms not with a labour market “of knowledge”, characterized by a high intensity of capital and knowledge, but with an economic system that has been on the defensive for years, in which waste and invested capital are reduced, a market of the exclusionary “downward” work that every day has to deal with its own capacity for existence and sustainability
If the strategies with respect to the individual educational destiny can somehow be connected to the perception that the subjects have of their opportunities on the labour market, it is necessary to dwell on this relationship, above all in the territorial context just cited for which, more and more often, the appeal to school and to greater investments in this institution is invoked to solve the problem of the very high concentration of deviance and social exclusion that characterizes these territories
Summary
Discussing education and human capital is an attempt to speak with other terms of social change, which must occur through a renewal of individual strategies and a rethinking of one’s own educational and work paths. The process of formation of cognitive and non-cognitive skills is influenced, as Coleman argued in 1990, by the interaction between genetics and individual experiences, in particular by family background factors, which concern the professional condition and the level of family education, the cultural capital of the family, the greater number of children in a family, and the availability of time that parents dedicate to their children to stimulate their sensitive, emotional and psychophysical growth Regarding both cognitive and non-cognitive competences, differences can be found among people and among different socio-economic groups. The educational system has a fundamental role: feeding other dimensions of well-being
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