For Mani Tese, inclusive education has always been an extremely important asset. In fact, Mani Tese’s commitment takes the form of achieving  of SDG 4 – Provide quality, equitable and inclusive education and learning opportunities for all – and in particular target 4.7, through the implementation of projects and awareness campaigns.

Mani Tese intervenes, in particular, within the framework of Global Citizenship Education projects, understood as an approach capable of acting holistically on the individual by placing him or her as an engine of change.

Eureka! and Mani Tese’s commitment against educational poverty.

This is where our new project comes in. EUREKA! Girls “and boys” ideas transform the school . Through the strengthening of active citizenship skills, the project aims to counter the school dropout of boys and girls by fostering creativity, self-awareness and the development of active citizenship skills.

The project, in partnership with Bipart and Spaziopensiero, experiments with an innovative and replicable path of participation and active citizenship aimed at about 2,700 male and female students in secondary schools in the 9 municipalities of the city of Milan, which not only places the school at the center but also intervenes on the family and the educating community to generate change.

The project consists of training activities for teachers on Global Citizenship Education topics and on nonformal methodologies and in paths with boys and girls, also in extracurricular hours, aimed at strengthening a dimension of civic engagement necessary for the development of aware citizens. Like all Mani Tese projects that are part of the Educational Program aimed at combating Educational Poverty, Eureka also includes meetings with families, in collaboration with the school, to foster a discussion on parenting skills and to energize the concept of the Educational Pact between school, territory and family

For Mani Tese, in fact, it is essential to rethink schooling as the driving force of a growing society, to ensure a commitment of resources to guarantee a progressive expansion of school time throughout the country, bridging the gaps that exist today, and above all to support a school that fosters the active participation of male and female students in school life, and that promotes school well-being and motivation to study to guarantee the right to quality education for all.

For this, it is necessary to introduce economic measures and organizational and educational strategies aimed at curbing the explosion of inequality, invest in lifelong teacher training and recruitment systems, promote schools that are open to the community and territory, rethink learning spaces so that they are more inclusive as well as safer and more sustainable, and dynamize the processes of dialogue and interaction among the active players in the Educating Communities.