Partnership and cooperation between the actors of the educating community as factors to contrast educational poverty


The partnership between school and local actors is a very important organizational level factor for providing quality education, and because of the changes resulting from integrated teaching in the emergency and post-Covid19  restart phase it is even more so. The contribution focuses on the Italian school of the second upper cycle, in which, on the one hand, the phenomena of early school leaving and weak involvement in learning have a greater evidence, and, on the other, the relationship with the external organizational contexts sanctioned in a mandatory way (compulsory “School-Work Alternation” introduced in Italy by Law 107/2015 and then amended in terms of “Pathways for acquiring crosscutting competences and orientation”: Law 145/2018) constitutes an important starting point for the cooperation strategies between the actors of the educating community.  The contribution develops ideas for a theoretical framework and for possible applications on the level of empirical research.