Educational leisure is a tool to promote equality, and break the cycle poverty. CaixaProinfancia, a program of the Foundation ‘la Caixa, launched this summer’s new camps, urban colonies, and open centers in Almeria. They are open to more than 100 children and teens who are at risk of poverty, vulnerability or exclusion.
These experiences can help minors who live in homes that are economically and socially challenged to develop personal tools that will aid their education. These activities are performed by over 320 social entities in all Spanish provinces that are part of the CaixaProinfancia program. They are promoted in Andalusia by more than 40 entities.
An estimated three quarters of adult learning comes from outside the education system. This is because it is “non-formal,” which refers to any non-school structured educational action, and “informal,” which refers to the influence that immersion in a social or environmental environment has on an individual. CaixaProinfancia promotes free access to high-quality educational activities as a way to empower minors and drive change.
Marc Simon, the deputy director general at the ‘la Caixa Foundation, says that many children make these their only summer vacations. It is important to make sure that their experience is enriching, which allows them to build their confidence and skills, so that they can be open to new opportunities and connections and break the cycle.
These activities are aligned with the global competencies gathered by UNESCO and explore different themes: psychomotor, creative, artistic, social, environmental, cognitive, and so on. Children and adolescents can enjoy the many benefits these experiences bring, which helps them in their personal, educational and social development. Participants are able to combine values such as creativity, trust, self-esteem and empathy with the ability to manage their emotions.
The latest research by the CaixaProinfancia Observatory (Childhood Vulnerability, Socio-educational Activity) shows that access to quality education activities in free time has a significant impact on school performance and is recognized as a key factor for educational success. A person in poverty has a number of educational needs that are reflected in their academic performance, social integration, and personal skills.
This means that children and teens who live in vulnerable environments have greater difficulties in attaining educational success. It also implies greater difficulty with the construction of the self.
Eurostat statistics (2021), which examines the situation of adolescents and children at risk of poverty, show that the Arope rate has decreased in Europe between 2015 and 2021 from 27.5% to 24.2%. It has reached 33% in Spain, where it is the highest level of the affected population.
Access to school is a right that is guaranteed to all, but not everyone has equal access to activities and free time. Good school integration is as important as accessing positive educational experiences outside school to achieve educational success. “Free time is in fact an extraordinary space for normalization, and participating in these activities results, in greater well-being, equity,” Jordi Langas, pedagogue, is a member of the Scientific Directorate at the CaixaProinfancia Observatory-Childhood, Vulnerability, and Socio-educational Action.
