Father, 89% had access to computer tools. But only 23% said digital lessons are better than face-to-face ones. ALMADIPLOMA research

Almadiploma 2022’s research focuses on the long-term outcomes of graduates in the pandemic era. Here are some facts in summary.

From the analysis of Almadiploma’s data, for nearly half of the 2020 graduates interviewed a year after graduation, the pandemic had a differentiated impact on their graduate career.

In particular, the health emergency had a greater influence on those who had expressed their intention to enter the labor market directly after graduation than those who had stated that they wanted to continue their studies.

A year after graduation, the 76.5% from 2020 graduates continue their training and are enrolled in a degree course (59.8% are dedicated exclusively to university studies, 16.7% have chosen to combine study and work); the 14.1% instead he preferred to enter the labor market directly and exclusively. As expected, the proportion of high school graduates enrolled in college is significantly higher among high school students.

Between 2019 and 2021 there is an increase of almost 8 percentage points in the proportion of graduates who, one year after graduating, declare to have enrolled in university. This is especially true for professionals and technicians: the difficulties of the labor market, heavily affected by the pandemic, have probably influenced their choices.

The proportion of those who only work is decreasing over the three-year period under examination (with more intensity for technicians and even more so for professionals). On the contrary, the proportion of those who study and work has increased, especially in the last year.

Three years after graduation, 26.5% of graduates are dedicated exclusively to work, 45.2% are dedicated exclusively to studies, while 20.7% combine study and work. At the diplomatic level, the outstanding trends after one year are substantially confirmed.

DDI tools

It should be noted, based on data relating to 2021 graduates, that, despite the significant proportion of people who could only use computer tools to share with others, 89.1% of graduates believe that they have adequate tools to follow the course. distance learning. The differences by type of diploma are obvious: 91.1% among high school students, 87.9% among technicians and 81.5% among professionals, but it should be remembered that among the latter the percentage of those which they have been able to take advantage of is less. tools for exclusive use.

Effectiveness

With regard to the evaluation of the effectiveness of distance learning versus face-to-face teaching, some obvious criticisms arise. First, only 23.3% of graduates say they have been able to be more attentive and not distracted during distance learning than in face-to-face classes (20.8% among high school students, 25.5% among technicians and 30 , 2% among professionals). Similarly, only the 23.0% of graduates believe that the DDA is more effective than face-to-face classes in learning new subjects (20.4% for high school students, 25.0% for technicians, and 31.2% for professionals). The positive aspect, however, is given by the fact that 64.3% of graduates believe, during distance learning, that they have improved the organization of time spent on studies compared to the previous condition; This improvement is perceived to a greater extent by professional graduates (65.9%, compared to 64.9% of technicians and 63.6% of high school students), ie precisely those who have most perceived an increase in load over the study time.

Mood

When describing one’s own mood in the period of integrated digital teaching with a single adjective, the two that graduates most often indicate are: “calm” (24.3%) and “apathetic” (24.2%). Observing the data by type of diploma shows that for professional and technical graduates the predominant mood was “calm” (28.2% and 27.6% respectively), while among high school students predominated the “apathetic” mood (28.1%). Recall that for the 2020 graduates the clearly predominant mood was “worried”.

The DDI for the future

Looking to the future, only 30.0% of 2021 graduates believe it would be useful to continue using integrated digital education even after the emergence of the Covid-19: they are more convinced of it. professional graduates (33.6%), followed by technicians (32.6%) and, finally, high school students (27.7%). In any case, more than seven out of ten graduates (71.6%) believe that the preparation achieved through integrated digital teaching is lower than what they would have achieved if it had not been for the emergency; this percentage is decidedly higher among high school students (75.5%) than among technicians (69.3%) and professionals (56.1%). Finally, most students say they live in a climate of serious concern about the work situation around them: in fact, 63.0% believe that the pandemic crisis will negatively affect their chances of finding work. This share is higher among technical and professional graduates (66.7% and 65.1%, respectively, compared to 60.1% of high school students), ie among those who feel closer to enter the labor market.

Evaluation of school experience

General satisfaction and teachers. With regard to the assessments of the overall experience of the school, teachers and school facilities, there has been an increase in satisfaction among graduates in 2020 compared to graduates in 2019. In 2021, the level of satisfaction with the overall experience of the center and with the willingness of teachers to dialogue has increased. returned to 2019 levels, reaching 80.3% and 70.4% respectively in the last year. In detail, satisfaction with the overall experience is 80.5% of high school students, 79.2% of technicians and 83.7% of professionals, while satisfaction with the willingness of teachers to engage in dialogue is in 67.6% of high school students, 72.1% of technicians and 82.0%. % for professionals. With regard to school structures, satisfaction has stabilized at the already high levels observed in 2020: satisfaction with classrooms, for example, in 2021 stood at 62.2%, with slight differences by type of degree (62.1% for high school students, 62.5% for technicians, 60.5% for professionals). If they went back to the time of enrollment in high school, more than half of graduates would confirm their choice: after the increase recorded between 2019 and 2020, in 2021 the proportion of rewriting would drop slightly, while remaining, however, higher than 2021. data for 2019 and amounting to 60.7%. Specifically, the figure reaches 60.8% in high school students, 60.6% in technicians and 60.2% in professionals.

Recovery activities

The assessment of some aspects of school organization has also improved between 2019 and 2021. For example, for recovery activities, appreciated by 72.5% of 2021 graduates: 70.5% for high school students , 74.5% for technicians, 76.5% for professionals. The level of satisfaction for this aspect varies significantly according to the grade obtained: it reaches 74.9% among those who obtained a high grade in maturity, while it stops at 69.6% among those who graduated. graduate with lower grades.

Orientation

Of the 2021 graduates, 79.4% have carried out orientation activities organized by the center for the choice of postgraduate: the figure ranges from 82.7% of high school students, 77.7% of technicians and 64.8% of professionals. These activities have been reduced in the last academic year, especially in professional and technical itineraries, while this decrease is much more contained among high school students.

Citizenship

Development. Regarding the issues of Civic Education, in general, the vast majority of graduates in 2021 declare to have addressed the individual issues identified: 96.0% Constitution, law, legality and solidarity, 92.0% Sustainable development, environmental education, knowledge and protection of heritage and territory and 77.5% Digital citizenship. 74.9% of graduates addressed all three topics: it is 68.9% for high school students and reaches 81.2% and 82.2% respectively for professionals and technicians.

Satisfaction

Satisfaction with the usefulness of these topics (for their own lives and for the continuation of their studies) among those who have dealt with them is generally high: the topics considered most useful by graduates are Sustainable Development, Environmental Education, Knowledge and heritage protection. and territory (77.7%) and Constitution, law, legality and solidarity (75.2%), while digital citizenship stands at 63.5%. The usefulness perceived by graduates for each subject is greater among professionals and technicians than among high school students, with satisfaction differentials reaching up to 14 percentage points.

Willingness to learn more

Graduates who have addressed these issues indicate sustainable development, environmental education, knowledge and protection of environmental heritage as the topic they would have liked to deepen further (74.5%), while digital citizenship is the topic on the which is asked less frequently. -in-depth study (63.9%).

Job prospects

Regarding the aspects sought in future work, 94.0% of graduates indicated as significant job stability: the figure stands at 91.8% for high school students, 94.8% for to technicians and 95.4% for professionals. Between 2019 and 2021, this share decreased slightly.

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