EduCare Project

The Italian School Foundation has allocated over 2.3 million euros to tackle school drop-out rates

The first eight organisations to benefit from the grant were selected through a ‘first-come, first-served’ scheme, based on criteria such as regional vulnerability, catchment area and intensity of use.

LAVORO MINORILE:OLTRE 100 MILA BAMBINI SFRUTTATI IN ITALIA, PARI AL 3,1% DELLA POPOLAZIONE SOTTO I 15 ANNI / UNICEF; 1,2 MLN BAMBINI SCHIAVI NEL MONDO. Una bambina venditrice ambulante espone su un banchetto i busti di san Gennaro.  CIRO FUSCO / ANSA / PAL ANSA

2' min read

Translated by AI
Versione italiana

2' min read

Translated by AI
Versione italiana

The Fondazione per la scuola italiana, a non-profit organisation funded entirely by private donors, has invested over 2.3 million euros to tackle early school leaving as part of the EduCare project, which funds improvements to safety and school environments, the creation of educational laboratories and energy-efficiency improvements to school buildings, which are becoming increasingly urgent in light of the current climate crisis.

The initiative

The first eight organisations to benefit from this funding were identified and selected through a so-called ‘open-application scheme’ based on criteria such as regional vulnerability; catchment area and intensity of use; educational coherence and project quality; strategic value; innovation and replicability; feasibility; and implementation capacity. Rather than receiving funds, they have been provided with a fully ‘turnkey’ project tailored to their needs, thanks to the specialist support of Amplia Infrastructures, part of the Autostrade per l’Italia Group, which is a member of the Fondazione per la scuola italiana.

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Beneficiaries

Among the beneficiaries is the Balzani School, part of the Simonetta Salacone Comprehensive School in Rome, which was damaged last year by the explosion at the LPG filling station in Via dei Gordiani and which reopened today: thanks to the Foundation’s efforts, it will benefit from the refurbishment of the outdoor courtyard, which will be transformed into a court for basketball, five-a-side football and volleyball. Also in Rome, in the Tor Bella Monaca neighbourhood, the Comprehensive School in Via dell’Aeroporto has been able to set up Italian language workshops for pupils from migrant backgrounds to promote their inclusion.

The refurbishment of a property in Naples’ Arenaccia neighbourhood – which was confiscated from organised crime and is now managed by the “A Voce d’e Creature” Foundation – is also nearing completion. The opening of the play centre for local children and young people aged 0 to 17 is scheduled for 25 September: an initiative made possible thanks to the support of Mediocredito Centrale and BdM Banca.

The other schools involved in this type of initiative are the I.C.S. Alda Merini in Milan, which will run craft workshops inspired by Renaissance art workshops, whilst the I.I.S. Pascal-Comandini, in Cesena, is preparing a programme in environmental biotechnology, strengthening technical and scientific training and guiding students towards the world of research and STEM careers.

In Palermo, the F. Scaduto State Secondary School in Palermo will transform its school library into a space open to the local community, dedicated to reading, innovation and community involvement, whilst the I.N.S. della Misericordia in Imperia will refurbish its school premises to make them safer, more accessible and more inclusive. Finally, in Puglia, the Melvin Jones – Orazio Comes Comprehensive School in Monopoli will undertake an energy-efficiency project involving heat pump and solar photovoltaic systems to reduce energy consumption.

Promoting the right to education

“These projects fully embody our objective: to promote the constitutional right to education by mobilising the private sector and involving it in projects that deliver concrete and measurable results,” said Stefano Simontacchi, President of the Fondazione per la scuola italiana. “ ‘Well-being in the school environment and the inclusion of pupils from more disadvantaged backgrounds are key factors in preventing distress and early school leaving.’

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