Social Change School is responsible for training the future managers of the Non Profit sector.

Becoming part of Social Change School’s Board of lecturers means sharing the mission with great enthusiasm and being the author of fundamental milestones in a person’s educational training.

Our lecturers are among the best professionals in the Non Profit sector both at national and international level. They come from major NGOs such as Save the Children, Intersos, Oxfam – just to mention a few.

The board of lecturers is part of Social Change School’s governance.

Social Change School’s Method

At Social Change School, lecturers are asked to design lectures that take place in the classroom. Open exchange of views, knowledge, competences and experiences are encouraged.

The learning method adopted by the lecturers is different from the classical academic method in which knowledge is delivered bottom down by the lecturer to passive students.

At Social Change School, lecturers and trainers are asked to meet specific objectives of skills development and of tools delivery. For this reason, Social Change School has introduced innovative learning methods through the years, (such as GOPP, Action-Learning, Project-Work) always looking for the best trainers and consultants in the sector who can guarantee an efficient transfer of contents and who could support students during the entire Master Programme.

The qualifying points of Social Change School’s method and approach are guaranteed by our lecturers in class. The points of strength are:

• Adhering to the ethical code of AIF– Associazione Italiana Formatori (the Italian association of trainers);
• Keeping the class active and engaged by promoting an inductive teaching method – starting from case studies to real life examples and avoiding or limiting a more deductive method with purely theoretical classes;
• Prioritising “peer to peer” exchanges of know-how, creation of a shared knowledge starting from the students’ experiences, making them become a real Community of Best Practices. Lecturers gather questions and share them with the class, giving each student the opportunity to contribute with an answer, hence identifying and exploring expertise within the class members and facilitating problem solving;
• The classrooms embody a cheerful, emotional and entertaining approach to education. These aspects are as useful and fundamental as verbal and rational aspects in building a person’s knowledge;
• Classes focus on Action Learning: exercises, simulations, case study analyses, enhancement of experiences, exchange of opinions;
• Collaboration with the Didactic Staff to create advancement in technical aspects, such as building relationships, giving cultural and cognitive support to students;
• Aiding self-awareness and the right interpretation of students’ evaluation;
• Enhancing and promoting the use of skills and tools delivered in class daily in a practical method;
• Clearly stating the theoretical (or institutional) models through which lecturers plan their programs for Social Change School’s Masters.

Linguistic Competences

In accordance with the international structure Social Change School’s Masters adhere to, all lecturers must be proficient in English.