„Die Kriterien für die Wiederholung einer Klassenstufe unterscheiden sich von Land zu Land weitreichend. In etwa der Hälfte der Länder und subnationalen Einheiten mit verfügbaren Informationen wird die schulische Gesamtleistung am häufigsten als Kriterium für die Wiederholungsentscheidung herangezogen. Etwa ein Drittel dieser Länder schreibt zudem als Voraussetzung für eine Versetzung vor, dass die Schülerinnen und Schüler in ausreichendem Maße an einer Mindestzahl von Kursen teilgenommen haben. Verhaltensprobleme können bei der Wiederholung einer Klassenstufe ebenfalls eine Rolle spielen, wie etwa in Belgien (fläm.), Costa Rica, Indonesien, Italien und Rumänien. So ist es beispielsweise in Rumänien gesetzlich vorgeschrieben, dass Schülerinnen und Schüler, die wegen ihres Verhaltens eine unbefriedigende Endnote erhalten, nicht in die nächste Klassenstufe versetzt werden, auch wenn sie alle anderen Fächer bestehen.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 190.

„Im Jahr 2022/2023 erhielten mindestens 80 % der inländischen Bildungsteilnehmenden in Australien, Dänemark, England (Vereinigtes Königreich), Schweden und den Vereinigten Staaten öffentliche finanzielle Unterstützung in Form von Bildungsdarlehen, Stipendien oder Zuschüssen. In Finnland, Litauen, Neuseeland und Norwegen lag der Anteil zwischen 50 und 75 %; in Kanada, Frankreich, Italien, Rumänien und Spanien bei 30-45 %.“
OECD (Hrsg.), Bildung auf einen Blick 2024 (2024), S. 321.

Deutschland: „Etwa 28 % der Migrant*innen, die vor weniger als zehn Jahren eingewandert sind, leben in überbelegten Wohnungen. Damit ist dieser Anteil höher als in den anderen Hauptzielländern mit Ausnahme von Österreich und Italien.“
OECD (Hrsg.), Stand der Integration von Eingewanderten – Deutschland (2024), S. 28.

„In Österreich studieren 117 166 Personen mit ausländischer Staatsbürgerschaft. Sie stammen überwiegend aus Deutschland (40,8 %), Italien (9,8 %) und anderen EU-27-Staaten (20,6 %).“
Statistik Austria (Hrsg.), Bildung in Zahlen 2022/23. Schlüsselindikatoren und Analysen (2024), S. 34.

„In Deutschland sowie in nahezu allen ausgewiesenen Staaten aus West-, Süd-, Nord- und Osteuropa weisen Eltern von Jugendlichen mit einem Zuwanderungshintergrund einen niedrigeren sozioökonomischen beruflichen Status auf als Eltern von Jugendlichen ohne Zuwanderungshintergrund. Dieser Unterschied ist in Deutschland neben Belgien, Österreich und Italien besonders groß. Im Vereinigten Königreich sowie in der Slowakei finden sich keine Unterschiede zwischen Schüler*innen mit und ohne Zuwanderungshintergrund bezüglich des sozioökonomischen beruflichen Status. Portugal, Bulgarien und Ungarn weisen dagegen einen höheren sozioökonomischen beruflichen Status für zugewanderte Familien auf als für solche ohne Zuwanderungshintergrund.“
Univ.-Prof. Dr. Doris Lewalter u. a., PISA 2022. Analyse der Bildungsergebnisse in Deutschland (2023), S. 181f.

„In Island, Italien, Österreich, Portugal, der Slowakei, Spanien und Tschechien sind die Nichterwerbsquoten von jüngeren Erwachsenen mit einem berufsbildenden Abschluss im Sekundarbereich II bzw. postsekundaren, nicht tertiären Bereich als höchster Qualifikation niedriger als die Nichterwerbsquoten derjenigen mit einem Bachelor- oder gleichwertigen Abschluss.“
OECD (Hrsg.), Bildung auf einen Blick 2023 (2023), S. 95.

„Placing the responsibility for ECEC (Anm.: ECEC = Early Childhood Education and Care), pre-primary and primary education under one ministry (or agency) is increasingly common among OECD countries, including Denmark, Iceland, Italy and Norway.“
OECD (Hrsg.), Finland’s Right to Learn Programme (2022), S. 6.

„While Alberta (Canada), Chile, Iceland, New Zealand and Sweden employ more than two pedagogical support staff for every ten teachers, there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy. In a number of school systems, the presence of pedagogical support staff has increased significantly over recent years, notably in the Czech Republic, Denmark, Finland, Sweden, and the Slovak Republic.“
Luka Boeskens, MSC, u. a., Not enough hours in the Day: Policies that shape teachers‘ use of time (2021), S. 71.

„In Italien, Kanada, Spanien und den Vereinigten Staaten waren die Bildungsgebühren im Berichtsjahr fur Bildungsgänge 2016/2017 (in Kanada und Italien 2017/2018) zwischen 25 und 46 % höher als 2007/2008, der größte Anstieg wurde in England (Vereinigtes Königreich) verzeichnet, wo sich die Bildungsgebühren in diesem Zeitraum verdreifachten.“
OECD (Hrsg.), Bildung auf einen Blick 2020. OECD-Indikatoren (2020), S. 399.

„All or most students pay above EUR 1 000 annual fees in Ireland, Italy, the Netherlands and Switzerland.“
EU-Kommission (Hrsg.), National Student Fee and Support Systems in European Higher Education 2020/21 (2020), S. 35.

„On average across OECD countries and economies in TALIS, the proportion of teachers employed on a fixed-term contract of any duration is 18 %, but it is much higher among teachers under age 30 (48 %). In Austria, Italy, Shanghai (China) and Spain, 80 % or more of teachers under age 30 report that they have fixed-term contracts.“
OECD (Hrsg.), TALIS 2018 Results. Volume II (2020), S. 114.

„There are considerable differences in the presence of different types of staff across school systems. There are more than two pedagogical support staff per ten teachers in Alberta (Canada), Chile, Iceland, New Zealand and Sweden, but there is less than one pedagogical support staff position for every twenty teachers in Austria, Belgium, Colombia and Italy.“
OECD (Hrsg.), Working and Learning Together (2019), S. 41.

„In many OECD countries, a smaller share of foreign-born adults than native-born adults is lacking upper secondary education. For instance, in Australia only 14 % of foreign-born adults have not gained an upper secondary education while among native-born adults the share is 22 %. […] In Germany, 32 % of foreign-born adults do not have upper secondary education, more than three times the rate among native-born adults (9 %). In Austria, Belgium, Costa Rica, Greece, Italy, France, Switzerland and the United States, the difference is still more than 10 percentage points“
OECD (Hrsg.), Education Indicators in Focus 65 (Dezember 2018), S. 2f.

„Malta (89 %), Portugal (64 %), Italy (54 %) and Austria (50 %) have high proportions of men of African descent with low educational levels. By contrast, in Ireland, the share of men of African descent with low educational levels is considerably lower than that of men in the general population. Similarly, in Finland, France and Ireland, more men of African descent have high levels of education than men in the general population.“
European Union Agency for Fundamental Rights (Hrsg.), Second European Union Minorities and Discrimination Survey (2018), S. 46.

Italien: „Youth unemployment has doubled from 20 % in 2007 to 40 % in 2015 and the proportion of young people aged 15 to 24 who are not in education, employment or training (NEET) is the highest in the EU (21 %).“

Dr. Daniele Pacifico u. a., „Faces of Joblessness in Italy“ (2018), S. 11

„The United States leads in hosting the largest number of mobile students worldwide (hosting about 907,300 or 19 % of the global total), followed by the United Kingdom (430,700, or 9.2 %), Australia (294,500, or 6.3 %), France (239,400, or 5.1 %), Germany (228,800, or 4.9 %), Russian Federation (226,400, or 4.8 %), Canada (171,600, or 3.7 %), Japan (132,000, or 2.8 %), China (123,100, or 2.6 %) and Italy (90,400, or 1.9 %).“

UNESCO (Hrsg.), „Skills and Innovation in G20 Countries“ (2018), S. 14

In Österreich sind es 26,3 % (Quelle: Statistik Austria (Hrsg.), „Bildung in Zahlen 2016/17. Tabellenband“ (2018), S. 323), Österreich wäre also mit Abstand an der Spitze der G20-Staaten.

„In nearly all countries the public systematically underestimated the hours that teachers work, except for Italy, Indonesia, China and Finland where they have fairly accurate perceptions.“
Varkey Foundation (Hrsg.), „Global Teacher Status Index 2018“ (2018), S. 13

„High NEET rates close or above 20 % are still recorded in a number of countries (Croatia, Bulgaria, Italy and Romania, the latter even showing a substantial increase in 2015). There are also indications that the NEET rate is going in the wrong direction in Denmark, Finland, France and Slovakia.“

EU-Kommission (Hrsg.), „Joint Employment Report 2017“ (2017), S. 38

„In 2015, 14.7 % of Italians aged 18-24 were classed as early leavers (with at most lower secondary education and not in further education or training), one of the highest rates in the European Union (EU average: 11 %).“

OECD (Hrsg.), „Education Policy Outlook. Italy“ (2017), S. 7

Zum Vergleich: In Österreich waren es 7,3 %.

Italien: „Youth unemployment rate more than doubled in between 2007 and 2014 reaching dramatically high rates that still persist in 2016 (39.3 %).“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 31

Italien: „Among the several reasons contributing to the low skill performance of Italians, early school drop-out is particularly worrisome as this is a barrier for young Italians to fully develop their skills in the formal education system.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 37

„The number of Italy’s students that left education and training with at most a lower secondary education diploma is still one of the highest figures across OECD countries.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 37f

„The weak performance of Italian graduates is similar in both young (20-24 years) and older cohorts (25-64 years), pointing to the fact that a considerable share of young Italian graduates lacks the skills needed to compete in international labour markets. In addition, in Italy, the difference in literacy proficiency between adults with a tertiary degree and adults with lower than upper secondary degrees is among the smallest in the OECD pointing to marginal skills development in universities.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 38

„Too few young Italians from disadvantaged backgrounds tend to choose the licei when, instead, they would have the adequate skills and abilities to do so. […] Socioeconomic background rather than merit seem (Anm.: SIC) to play a much more important role in Italy than in Germany when it comes to enrolment to different types of schools.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 94

Italien: „The average share of Italian NEET (population aged 15-29 who is neither in employment nor in education or training) is extremely high by international standards (around 27 %) and it was second only to Greece in 2014.“

OECD (Hrsg.), „Getting Skills Right. Italy“ (2017), S. 150

Italien: „The OECD Survey of Adult Skills (PIAAC) provides evidence that Italian workers have low average levels of cognitive skills and are less likely to use certain cognitive skills that are important drivers of workers’ and firms’ performance. These deficiencies are found even among university graduates.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 19

Italien: „Adult graduates in Italy have among the lowest average literacy and numeracy scores compared with tertiary graduates in other countries (26th out of 29 OECD countries, in both dimensions).“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 26

Italien: „Employment rates of tertiary graduates are low vis-à-vis the OECD average while at the same time many firms cannot find the highly skilled people they need to fill job vacancies.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 26

Italien: „In Italy, students whose parents have not attained tertiary education are much less likely to enrol in university themselves. The effect of family background on enrolment is greater in Italy than in most other OECD countries.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 74

„Italian graduates have relatively low literacy and numeracy skills as shown in the OECD Survey of Adult Skills. Only 12 % of Italian university graduates attain the highest levels of literacy proficiency (levels 4 or 5) as compared to 20 % of graduates across the 33 nations participating in the Survey.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 76

„Around 9 % of Italy’s tertiary graduates have very low levels of literacy proficiency (less than level 2), as compared to an average of 7 % for the 33 PIAAC countries.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 76

„The poor quality of compulsory education: For a relatively large share of students in Italy, the skills acquired in schooling may not be sufficient to succeed in tertiary education.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 81

Italien: „Approximately 39 % of 25-65 year-olds (13.1 million adults) in Italy have low levels of literacy and/or numeracy proficiency, a share larger than in all but two other OECD PIAAC countries.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 94

Italien: „Youth struggle to make the transition from education to the world of work. […] Many of them take too long to finish their studies and conduct independent lives – for example outside their parents’ houses.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 131

„Nearly one in four youth (ages 15-29) in Italy are neither in employment, education, or training – the so-called NEETs – the highest value in the OECD area preceded only by Turkey.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 145

Italien: „The disadvantage of the youth compared to adults is very severe: the unemployment rate of youth (aged 15-24) is nearly 4 times as high as adult unemployment (25 years or older), while it is only twice as high in most OECD countries. This suggests that youth in Italy face specific labour market barriers which need to be removed.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 145

Italien: „School-to-work transitions are among the longest in the world. There are several ways to measure the school-to-work transition, and Italy underperforms in all of them.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 147

Italien: „The time needed to get 50 % of the youth population into work after school leaving is equal to 5.9 years in Italy – longer than any OECD countries and most developing countries for which data is available. Similarly, the average duration of completed transitions – another measure of school-to-work transition – is 1.7 years and higher levels are found only in Spain (1.8) across the OECD, and South Africa (2.7) across non-OECD countries for which data is available.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 147

„Faced with lack of jobs, and weak returns to education, some (often high-skilled) youth decide to leave the country in search of better employment opportunities.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 147

„What distinguishes Italy from many other OECD countries is that it has a 'net brain drain' – the number of (high-skilled) young Italians leaving the country exceeds the number of (equally high-skilled) foreigners entering it –, a situation which is more typical of a developing economy.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 147

„Recent OECD estimates show that the “NEET cost”, i.e. the gross labour income NEETs could command if they were employed, measured as the gross labour cost (including social security contributions), represents 1.4 % of GDP in Italy, above most OECD countries (only preceded by Belgium, Turkey and Greece) and higher than the OECD average of 0.9 %.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 148

Italien: „A reason for youth’s poor labour market outcomes is that there is a large disconnection between the education system and the world of work.“

OECD (Hrsg.), „OECD Skills Strategy Diagnostic Report Italy 2017“ (2017), S. 148

„Italy has the second highest proportion of young people not in education, employment or training in the OECD.“

Dr. Paula Garda, „Enhancing employability and skills to meet labour market needs in Italy“ (2017), S. 8

Italien: „The unemployment rate among tertiary educated adults is among the highest in OECD countries.“

Dr. Paula Garda, „Enhancing employability and skills to meet labour market needs in Italy“ (2017), S. 30

„The prevalence of bullying varies considerably across Europe. Lithuania, Belgium, Estonia, Austria and Latvia are some of the countries with relatively high victimisation rates between around 20 % and 30 %, compared to the lower rates of Denmark, Sweden, Czech Republic, Croatia, Italy and Spain below 10 %.“

NESET (Hrsg.), „How to Prevent and Tackle Bullying and School Violence“ (2017), S. 6

„Auf der Ebene der Mitgliedstaaten war im Jahr 2015 mehr als jeder vierte junge Mensch im Alter von 20 bis 24 Jahren in Italien (31,1 %) sowie in Griechenland (26,1 %) weder erwerbstätig noch in Bildung bzw. Weiterbildung und mehr als jeder fünfte in Kroatien (24,2 %), Rumänien (24,1 %), Bulgarien (24,0 %), Spanien und Zypern (jeweils 22,2 %) befand sich ebenfalls in dieser Lage.“

Eurostat (Hrsg.), Pressemitteilung vom 11. August 2016

„The unemployment rate of youth (aged 15-24) is twice as high as adult unemployment (25 years+) in most countries. It is nearly 4 times as high in Italy, New Zealand, Sweden and the United Kingdom.“

OECD (Hrsg.), „Society at a Glance 2016” (2016), S. 92

„The largest differences in early leaving between the native population and people born elsewhere are observed in southern Europe (Italy, Spain and Greece) and Austria, with gaps of more than 18 percentage points.“

Eurostat (Hrsg.), „Sustainable development in the European Union“ (2016), S. 44

„In Italy, Spain and Ireland, around every tenth employee is an involuntary part-time worker. For youth, these rates are twice as high. Especially young women are likely to work shorter hours than they want to: around a quarter of young women aged 15-29 in Spain and Italy, but also in Australia.“

OECD (Hrsg.), „Society at a Glance 2016“ (2016), S. 90

„Italy has a weak school-to-work transition as there is a big gap between young graduates’ competencies and labour market needs. According to the Commission, only 54.6 % of those aged 15-34 who graduated from tertiary education within three years or fewer were employed in 2015, against the EU average of 79.7 %.“

Claire Dhéret u. a., „Towards a Europeanisation of Youth Employment Policies“ (2016), S. 43

„Countries with very high long-term youth-unemployment rates include Greece, Italy, Croatia and Slovakia.“

Bertelsmann (Hrg.), „Long-term Unemployment in the EU: Trends and Policies“ (2016), S. 18

„Italy (85.4 %), Spain (82.6 %), Korea (79.4 %) and the Netherlands (71.8 %) have an exceptionally high proportion of adults who scored at or below Level 1 in literacy who came from families in which both parents had less than upper secondary level attainment.“

Univ.-Prof. Dr. Anke Grotlüschen u. a., „Adults with Low Proficiency in Literacy or Numeracy“ (2016), S. 34

„The unemployment rate of youth (aged 15-24) is twice as high as adult unemployment (25 years+) in most countries. It is nearly 4 times as high in Italy, New Zealand, Sweden and the United Kingdom.“

OECD (Hrsg.), „Society at a Glance 2016” (2016), S. 92

„The Italian education system continues to remain a weak spot, as the ESL rate is well above the EU average and school education produces mixed results in terms of skills attainment.“

Claire Dhéret u. a., „Towards a Europeanisation of Youth Employment Policies“ (2016), S. 43

„In Italy individuals whose parents have higher education are almost 10 times more likely to have a higher education degree than those whose parents have below upper secondary education …“

OECD (Hrsg.), „Education Indicators in Focus 35“ (Oktober 2015), S. 1

Dieser sozioökonomische Effekt ist in Italien fast doppelt so groß wie in Österreich.

„In Italy a 20-34 year-old whose parents have a tertiary education is about 10 times more likely to participate in tertiary education than someone whose parents have below upper secondary education.“

OECD (Hrsg.), „Education Indicators in Focus 28“, Jänner 2015, S. 4

„For numeracy, almost a quarter (24 per cent) of adults in England scored at Level One or below, a higher proportion than the OECD average of 19 percent. Most countries had a lower proportion of adults at the lowest two numeracy levels than England and only six countries had a higher proportion (Northern Ireland, the Republic of Ireland, France, the United States, Spain and Italy).“

Univ.-Prof. Dr. Andy Green u. a., „Why are Literacy and Numeracy Skills in England so Unequal?“ (2015), S. 19

Österreich gehört mit 14 % zu den Staaten, in denen sich die wenigsten Menschen mit ihrer Mathematikkompetenz im Risikobereich (Level One or below) befinden.

„Across OECD countries, the concentration of immigrants in ‚enclave schools‘ is particularly high in Canada, Greece and Italy.“

Dr. Andreas Schleicher, PISA-Koordinator der OECD, in OECD (Hrsg.), „Immigrant Students at School“ (2015), S. 7

„Italy has the second highest proportion of young people not in education, employment or training in the EU (26.2 % of 15-29 year-olds in 2014) after Greece (26.7 %).“

EU-Kommission (Hrsg.), „Education and Training Monitor 2015 - Country analysis“ (2015), S. 155

„With a NEET rate that has risen to 32 percent, Italy brings up an unhappy rear in this regard. […] By contrast, the Netherlands, Denmark, Germany and Austria take the first four places in the comparison, showing the lowest NEET rates.“

Bertelsmann Stiftung (Hrsg.), „Social Justice in the EU – Index Report 2015“ (2015), S. 52

„The proportion of NEETs among 15 to 29 year-olds in France has been, on average over the last decade, one of the highest in the OECD countries, after Italy, Spain and Greece.“

Univ.-Prof. Dr. Pierre Cahuc u. a., „Youth unemployment in France“. In: Dolado (Hrsg.), „No Country for Young People?“ (2015), S. 47

Italien: „Italy, together with Spain and Ireland, had the lowest literacy scores among tertiary-educated 25-34 year-olds who participated in the OECD Survey of Adult Skills.“

OECD (Hrsg.), „Education at a Glance. Country Note Italy“ (2015), S. 4

„In some OECD countries, including Canada, France, Italy, Ireland, Poland, Spain, the United Kingdom and the United States, large proportions of young adults who have upper secondary qualifications also perform (Anm.: bei PIAAC) below Level 2 in numeracy.“

OECD (Hrsg.), „OECD Skills Outlook 2015“ (2015), S. 38

Italiens, Irlands, Spaniens und Englands unter 30-jährige AkademikerInnen haben, wie die OECD bestätigt, eine geringere Mathematikkompetenz als Österreichs unter 30-Jährige, deren höchster Bildungsabschluss die Sekundarstufe II ist (ibidem, S. 35)

„The Spanish rate of young people not in employment, education or training (as a percentage of the total population) is currently among the highest in Europe: about 18.6 % of young workers in Spain are in this situation, only surpassed by a rate of 22.2 % among Italian youngsters.“

Dr. Ignacio García Pérez u. a., „Youth unemployment in Spain“. In: Dolado (Hrsg.), „No Country for Young People?“ (2015), S. 124

Italien: „The rate of youth Not in Employment or in Education and Training (NEET) increased by 6.1 percentage points to reach 22.4 % at the end of 2013.“

OECD (Hrsg.), „How does ITALY compare?“ (2014), S. 1

Lesekompetenz bei PIAAC: „Italy (250) and Spain (252), but also France (262), fall substantially short of the international performance and constitute the bottom of the international league tables.“

Univ.-Prof. Dr. Ludger Wößmann, „The Economic Case for Education“ (2014), S. 23

„Italy is the OECD country with the highest university dropout rate, since about 55 % of the individuals enrolling to university in 2006 did not get a degree compared to the OECD average of 31 %.“

Francesco Berlingieri, M.Sc., u.a., „Youth Unemployment in Europe - Appraisal and Policy Options“ (2014), S. 90

PISA: „In Österreich liegen die Schüler/innen mit eingewanderten Eltern im Schnitt um 67 Punkte zurück. [...] Ähnlich stark ist der Rückstand von Kindern von Migranten/Migrantinnen in Schweden, Belgien, Finnland und Italien.“

BIFIE (Hrsg.), „Nationaler Bildungsbericht Österreich 2012“ (2013), Band 1, S. 154

67 PISA-Punkte entsprechen mehr als eineinhalb Lernjahre.

„Italy is one of the OECD countries with largest native-immigrant performance gaps in PISA 2009, in particular for second generation students, even after adjusting for socio-economic background.“

Univ.-Prof. Dr. Dalit Contini, „Immigrant background peer effects in Italian schools“ (2013), S. 15

Italien: „Children of the highest social strata obtain much better scores than those belonging to the lowest ones, and the coefficients of both indicators, the number of books and ESCS, are large and highly significant.“

Univ.-Prof. Dr. Dalit Contini, „Immigrant background peer effects in Italian schools“ (2013), S. 25

10, 36

„Italian education is good at primary school, it becomes worse in the subsequent levels.“

Erica Raimondi, „Schools and Social Origins“ (2013), S. 8

„A large share of young adults with tertiary education are now also at risk of ending up in NEET status. In countries such as Estonia, Greece and Italy around one-fifth of young people with a tertiary education degree are NEETs.“

Eurofound (Hrsg.), „Recent policy developments related to those not in employment, education and training (NEETs)“ (2012), S. 3

„The length of school-to-work transition in Iceland, Italy and Norway is over three years.“

Cedefop (Hrsg.), „Guiding at-risk youth through learning to work: Lessons from across Europe“ (2010), S. 30