Per Esempio is engaged in the realisation of interventions aimed at combating school-leaving, addressing the youth population aged between 6 and 16 years old.
School leaving is influenced by educational factors, by individual circumstances, and by disadvantaged socio-economic conditions. It is not an isolated phenomenon but rather a process. It often arises since primary education, with early school failures and increasing disaffection toward school. Transition from one school to another and from one level of education to another is particularly hard for young people at risk of school leaving.
More specifically, we are part of the network “Frequenza 200” promoted by Fondazione WeWorld. Operating at national level, the network led to the opening of a centre in every city involved in the intervention.
Per Esempio supervises a centre in Borgo Vecchio, Palermo, which is one of the neighborhoods that is most affected by problems related to socio- economic and cultural issues.
The centre is open 5 days per week realising specific educational programs complementary to school activities, providing direct school support, sport and recreational activities. In this direction, activities are shared with local institutions, particularly with compulsory school, social services, and the Early School-leaving Monitoring Centre. Special attention is paid to involve the neighbourhood as an active part in these activities not only as a mere spectator.
Furthermore, we are in partnership in the project IN.C.L.A.S.S.E, financed by Fondazione con il Sud Fondazione con il Sud (bando Educazione Giovani 2013) (call Educazione Giovani 2013) which aims at promoting return to school and continuing education, addressing young people who left school or are at risk of school leaving.
The central idea of the project is that the educational community can be a “place” where discussion and debate are possible and desirable. The objective is to build and maintain the cooperation between the representative bodies of the local reality, enhancing the role of families, schools, and the third sector. All the arranged activities gather every one of the above mentioned actors in a strong educational action, claiming the importance of their role within the educational development of young people, who are the key actors in the construction of a composite society.
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