Il tempo che invecchia

<< Background >>The proposal was developed to counter social exclusion and school dropout among 14–18-year-olds, both native and migrant, paying particular attention to their vulnerabilities related to perceived discrimination, low socioeconomic status, low self-esteem, and future outlook. The project considered the risk profiles identified by Cedefop (the truant, the non-conformist, the lost in transition, the resigned, the obliged, the marginalized) as a starting point to address the ELET phenomenon, strengthen equal opportunities, inclusion, and diversity in educational and training contexts, with a particular focus on the concept of temporality—understanding time as a resource. Not merely chronological, but as the capacity of young people, in their differences, to build future perspectives and give meaning to daily choices, valuing their ability to respond to challenges related to their social and educational context, with the aim of reinforcing self-esteem, motivation, and the capacity to plan their own future.<< Objectives >>The main objective of the project was the creation of an innovative, integrated, and transferable model for the prevention of dropout and social exclusion, designed to enhance young people’s resources and support them during moments of personal choice and growth. The Model—focused on managing one’s own time—represents the core outcome of TIGOL: a practical and flexible tool that combines psychosocial research, experiential activities, and educational methodologies, offering teachers, trainers, and students a concrete and easily applicable approach across various school and training contexts.In addition, the project aimed to enrich the educational offer through personalized experimental pathways, based on practical and experiential activities capable of fostering awareness of time as a resource, strengthening self-esteem, and supporting the ability to plan one’s future. Another goal was to reinforce transnational cooperation between Italy and France, creating a constructive dialogue between different educational systems and promoting the exchange of practices and tools. This approach allowed for the consolidation of a stable partnership network.<< Implementation >>Within the TIGOL project, coordinated activities were carried out in the two partner contexts (Nice and the province of Imperia). In the first phase, a comparative psychosocial study on youth profiles was conducted, collecting and analyzing data using validated tools. From this investigation, common guidelines were developed to initiate group activities. This was followed by experiential workshops that allowed young people to explore their perception of time and personal planning, accompanied by the drafting of a shared analysis report between the partners. In parallel, transnational meetings and discussion sessions were held to develop and validate the Dropout Prevention Model, supported by an operational Toolkit. The activities were enhanced by a dedicated website and concluded with two final events: a public dissemination meeting aimed at schools and local authorities, and a workshop for operators and stakeholders. Finally, a partnership agreement was signed to ensure continuity and future collaborations<< Results >>The TIGOL project produced concrete and transferable results, contributing to a better understanding of youth dropout. The psychosocial research conducted in Italy and France identified the perception of time scarcity as a significant predictor of school dropout, a finding further recognized through publication in the journal Il Mulino. Based on this, a flexible Dropout Prevention Model was developed and validated, adaptable to different educational contexts. An operational Toolkit was also created, designed for young people, teachers, and trainers, containing practical tools for time management and decision-making under conditions of uncertainty. Methodological guidelines for conducting group activities were produced and tested in the two partner regions, and dissemination events were organized: a public meeting and a workshop for operators and stakeholders. Finally, the project strengthened a transnational network of schools, training institutions, and local agencies, promoting the sustainability and future transferability of the developed practices