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

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

Most of our lecturers are among the best professionals in the Non Profit sector both in Italy and in Europe. They come from major NGOs such as Save the Children, Intersos, Oxfam just to mention a few.

The board of lecturers are part of Social Change School governance.

 Social Change School’s Method

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

The learning method adopted by the lecturers are different from the classical academic teaching in which knowledge is delivered bottom down from the lecturer, considered the only reliable repository of information and culture to his passive students.

In 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 could guarantee an efficient transfer of contents and who could support students during the entire Master Programme.

The qualifying points of Social Change School 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 with active and engaging, by giving prioritising an inductive teaching method-starting from case studies to real life examples- and avoiding or limiting a more deductive method in which classes from begin purely theoretical;
  • Prioritising a 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, given each one the opportunity to contribute with an answer, they identify and explore expertise within the class members and that facilitates problem solving;
  • The classrooms embody a cheerful, emotional and entertaining approach to education that 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 analysis, enhancement of experiences, exchange of opinions;
  • Collaborate with the Didactic Staff in creating advancement in technical aspects, such as: building relationships, giving cultural and cognitive support to students;
  • to aid self-awareness and the right interpretation of evaluation from students;
  • Enhancing and promoting the use of skills and tools delivered in class daily in a pratical method;
  • Clearly state the theoretical(or institutional) models through which lecturers plan their programs in Social Change School Masters.

Linguistic Competences

In accordance with the International structure Social Change School Masters adheres to  all lecturers must be proficient in English.


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