Educational requirements and skills for social inclusion: the CPIA resources for unaccompanied migrant minors

Abstract

The work hypothesis of the paper is a correlation between language proficiency and social inclusion. From the alphabetization to the Italian language and prospects of social inclusion, the survey conducted in Sicily in 2017, analyses educational needs by interviewing 503 unaccompanied migrant minors (UAM) attending the CPIA in the whole Sicily. By analysing linguistic skills, family, social conditions of departure and permanence in Italy, the research defines the main socio-linguistic profiles and possible paths for training offer and services addressed to UAMs, as key points to start a process of inclusion that transforms in resource what is instead is seen as a problem.