Unlike a teacher or educator, the Atelierista is an expert in artistic (such as music) and digital languages.

With a sensitive eye and guided by a strong pedagogical idea, they recognize the potential for meaningful experiences in contexts (whether structured spaces or everyday environments) and materials.

The atelier is thus an invitation to independent exploration, to the conscious use of tools and languages that aim to enhance imagination, personal research, and the collective construction of meaning.

The ateliers take shape from ideas born of reflections shared with teachers and other education professionals, as well as from episodes experienced in the field —spontaneous discoveries, unexpected questions, and insights from children and young people —to enrich educational projects.

Taking care of every experience is one of the fundamental tasks of the Atelierista.

Each atelier aims at personal growth through the authentic expression of the self, with full respect for the uniqueness of the participants who, thanks to multiple languages, have the opportunity to recognize themselves in what they think and do.

At the heart of their educational approach is the generative question —a powerful, open, curious, and never-judgmental tool for dialogue. It expresses care and dedication because it stems from the desire to get to know the other through their creations, the result of their visions, knowledge, and interpretations of the world.

Training and skills

The training of the Atelierista is not limited to a traditional academic path, but is built up over time through direct practice and constant updating.

In addition to mastering artistic techniques and digital technologies, this figure must also be able to read educational contexts and translate complex ideas into experiences accessible to all.

A thorough knowledge of materials is required, combined with an aptitude for experimentation, critical reflection, and interdisciplinary work. In fact, the Atelierista grows professionally by intertwining their skills with those of teachers, educators, families, and the experiences of children and young people themselves.

According to the ABF approach, the training of an Atelierista develops in several dimensions:

• Planning and vision: it is not easy to keep alive the principles of choice, care, and reciprocity that we mentioned earlier. This is why it is necessary to have a solid educational vision, which is refined during the planning phase, where it is essential that doubts and uncertainties also emerge.
• Monitoring and observation: during the atelier, the Atelierista must also carry out constant monitoring, aimed at observing any limitations imposed by language, materials, tools, or the time allocated for the activity.
• Documentation: the Atelierista has a duty to document the progress made during the atelier by taking care of the work produced to convey and preserve knowledge and understanding of the ‘things of the world’, to be understood and communicated through infinite languages, with ever-fresh eyes.

Whether planning with teachers to renew teaching methods or developing an idea independently, the Atelierista always carries with them a shared heritage, namely that gained through experience and that of the children and young people encountered along the way.

The role of the ABF Atelierista

The Atelierista plays a central role in the educational projects developed by the Andrea Bocelli Foundation, whose goal is to work on the development of human potential, both individual and collective, starting from the school environment and through the use of the languages of art, music, and digital technology.

Two of the Foundation’s programs fall within this scope: ABF Digital Lab and ABF Art & Music Lab, both dedicated to creating inclusive, experiential, and relationship-oriented educational contexts.

Part of these projects is developed within the pediatric hospitals belonging to the AOPI (Italian Pediatric Hospitals Association) network and the Memorandum of Understanding with the Ministry of Education and Merit, for the implementation of innovative educational projects in schools and hospitals, with the support of the Schools in Hospitals participating in the project, to ensure equal and quality education for hospitalized children.

The other area of intervention concerns schools in Central Italy, where the laboratories above are active and innovative educational environments are promoted, open to the community and based on nurturing talent, such as the ‘A. Bocelli’ Zero-Six Center in Lajatico and the schools rebuilt by ABF in the areas affected by the 2016 earthquake.

Three specific types of Atelieristas work within these programs. The ABF digital Atelierista is a professional specialized in the use of technology for education and in supporting teachers in the conscious integration of digital tools.

The ABF art Atelierista, on the other hand, prepares creative experiences that bring opportunities for authentic self-expression to life and promotes human growth through the multiple languages of art—visual, physical, and sculptural—exploring techniques and tools specific to the artistic world.

Art thus becomes a privileged channel for stimulating the imagination, supporting learning, and fostering a deeper understanding of oneself, others, and the world through various forms of art.

Last but not least, the ABF music workshop leader is a professional musician who promotes the overall development of individuals through an experiential, participatory approach to music. In their courses, musical language becomes an active tool capable of harmonizing dreams, experiences, learning, desires, and emotions, thanks to listening, harmony, and the beauty of melody, understood as dimensions in which to grow together.

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Sforzacosta, (Macerata, Italy), September 16, 2025 – On September 15, on the occasion of the new school year’s opening, the new gymnasium of the “G. Natali” primary school was handed over, marking the final step in the completion of the ABF Educational Hub 0–11 in Sforzacosta. The project is the result of the collaboration between the Andrea Bocelli Foundation and the Municipality of Macerata.

With this handover, the wide-ranging urban renewal and regeneration project launched in 2023 comes to a close. It first led to the construction of the 0–6 Early Childhood Center (inaugurated on November 22, 2023), followed by the renovation of the “G. Natali” primary school and its surrounding garden. For ABF, the Sforzacosta initiative was the fifth intervention carried out in the Marche region in areas affected by the 2016 earthquake, bearing witness to the effectiveness of a model based on close public-private synergy and on the active participation of the community.

A mural to transform the gym into a space of identity. Inside the new gymnasium is a mural created by artist Alice Lotti during a wall-painting workshop held last March 25. The workshop engaged the students of the school as well as participants from the city’s community workshops in the design phase. Children and young people contributed to defining the theme of the work, while the artist oversaw the entire execution during construction. The illustration transformed the gymnasium into a welcoming, open, natural, and playful space, where children and young people can feel recognized and represented. A project that fully reflects ABF’s approach to creating functional, innovative, and inclusive schools, where the community plays an active role in shaping the educational environment.

At the emotional handover to the students, present were Veronica Berti Bocelli, ABF Vice-Chair, and Laura Biancalani, ABF CEO. Also attending the ceremony were Mayor Sandro Parcaroli, Councillor for Public Works Andrea Marchiori, Councillor for Education Katiuscia Cassetta, Paralympic champion Alessandro Ossola, rhythmic gymnastics champion Anna Piergentili, Francesco Bisotto and Mattia Boninfante from Lube, and illusionist Andrea Paris.

“The gym is much more than a sports facility: it is a place for meeting, discovery, and shared growth. With its opening, we bring to a close a journey built together with the local community, which today can count on an educational Hub designed to welcome and enhance every child, every young person, every story. This Hub tells the story of what happens when a community believes in education as a common good: every space speaks of collaboration, creativity, and trust in the future. To see these spaces finally complete and alive with young people is the most beautiful testimony of their value.” — Laura Biancalani, ABF CEO.

“With the inauguration of the new gymnasium of the ‘G. Natali’ primary school, we celebrate the conclusion of a journey but, above all, the beginning of a new chapter of life for the entire community. In these spaces, born in the wounded heart of the earthquake, trust is reborn in the power of education, in the resilience of communities, and in the joy of children who will once again run, play, and grow together. A special thanks to our athlete friends Alessandro Ossola and Anna Piergentili, who with their presence and enthusiasm brought a strong example of commitment and passion. The same commitment and passion that drives the great ABF family, convinced as we are that every work dedicated to education is a seed of the future: because wherever a school is born, the community is reborn.” — Veronica Berti Bocelli, ABF Vice-Chair.

“The ABF Educational Hub 0–11 in Sforzacosta represents a unique and integrated educational center, accessible to children and families beyond school hours, on weekends, and during the summer period, designed to foster new forms of learning and strengthen the link between school and community. Our thanks go to the Andrea Bocelli Foundation for its ongoing closeness to our territory and to all the guests who participated and helped create enriching and engaging moments for the younger generations.” — Mayor Sandro Parcaroli.

For every ABF project completed, another takes shape. Work is underway on the new IPSIA “R. Frau” in San Ginesio (Macerata), an innovative school complex designed and developed by the Andrea Bocelli Foundation’s team of experts in collaboration with the Office of the Commissioner for Post-Earthquake Reconstruction in Central Italy.

Three adjoining blocks, three “science boxes” designed for school activities, workshops, sports, and creative play—even outdoors—covering a total area of over 2,800 square meters. A modern facility, equipped with a 40 kWp photovoltaic system, earthquake-resistant, and certified in Class IV (“buildings with public or strategic functions”), it will bring new energy to the territory and new opportunities for younger generations.

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These rights extend beyond physical protection to encompass a child’s psychological, emotional, social, and educational well-being.

The United Nations Convention on the Rights of the Child, adopted in 1989 and ratified by 196 countries (all UN member states except the United States), is the international treaty that establishes and seeks to guarantee the rights of all children, regardless of social, cultural, ethnic, or religious background, recognizing their vulnerability and the need for special protective measures.

The Convention affirms that every child has the right to a dignified life, to protection from violence and exploitation, and to access to quality education.
It also states that children have the right to express their ideas, to participate in cultural life, and to be respected as individuals with their own opinions.

The Convention places on member states the obligation to adopt legislative and administrative measures to ensure its implementation and to monitor progress through periodic reports.

What the Convention on the Rights of the Child Says

The treaty is composed of 54 articles, divided into three main sections covering:

• general rights,
• specific rights,
• and monitoring and implementation procedures.

It is based on four core principles that must be applied to all decisions affecting children.
Let’s take a closer look at what they are.

The Four Core Principles

1. The Right to Non-Discrimination
   Article 2 guarantees that all children enjoy the same rights:

“Without distinction of any kind, irrespective of the child’s or their parents’ or legal guardians’ race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status.”

2. The Best Interests of the Child
   Article 3 establishes that:

“In all actions concerning children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities, or legislative bodies, the best interests of the child shall be a primary consideration.”

3. The Right to Life, Survival, and Development
   Article 6 commits States Parties to:

“Ensure to the maximum extent possible the survival and development of the child.”

4. The Right to Be Heard and to Participate
   Article 12 states that:

“Children who are capable of forming their own views have the right to express those views freely in all matters affecting them, with their opinions being given due weight in accordance with their age and maturity.”

These four principles are the core around which the interpretation and application of the Convention’s rights revolve at a global level.

The 10 Fundamental Rights

The UN Convention on the Rights of the Child sets out numerous rights that every child should enjoy, which can be summarized into ten fundamental rights:

1. Non-discrimination
   The right to equality, without distinction of race, colour, sex, language, religion, political or other opinion, national or social origin, wealth, birth, or any other status.
2. Health and health services
   The right to health, which includes adequate nutrition, access to safe drinking water, and appropriate healthcare in case of illness.
3. Right to education
   The right to education. The Convention establishes that primary education must be compulsory and free for all children.
   It also promotes access to different forms of secondary education, commits to making higher education accessible based on individual capacity, and to providing educational and vocational guidance for all minors.
4. Leisure, recreation and cultural activities
   The right to play, rest, leisure, and recreational activities appropriate to the child’s age.
   Children must also be able to freely participate in cultural and artistic life.
5. Freedom of expression
   The right to freedom of expression, which includes the freedom to seek, receive, and share information and ideas through any medium of the child’s choice.
6. Protection from all forms of violence
   The right to protection from violence, understood as any form of physical or mental harm, neglect, maltreatment, or exploitation.
7. Children in armed conflicts
   The right to protection and care for children involved in armed conflict.
8. Child labour
   The right to protection from economic exploitation and from being forced to perform any work that is dangerous, interferes with education, or is harmful to health or physical, mental, spiritual, moral, or social development.
9. Separation from parents
   The right to care and support from both parents, even if they live apart.
10. Children with disabilities
    The right to special assistance to ensure that children with disabilities enjoy the same rights as all other children.

ABF’s Projects

In pursuing its mission of “Empowering people and communities,” the Andrea Bocelli Foundation (ABF) creates and develops a variety of educational projects to promote children’s rights, based on the belief that education is the main tool of empowerment for future generations.

Since 2011, ABF has been implementing educational projects worldwide, supporting the right to education in line with Goal 4 of the United Nations 2030 Agenda.

One example is the ABF Digital Lab, a project designed to promote learning environments that encourage interaction, communication, and relationships through the use of new digital technologies.

ABF Digital Lab operates both:

• within hospitals that are part of the Italian Pediatric Hospitals Association (AOPI), ensuring quality education for hospitalized children, and
• in schools rebuilt by ABF after the earthquake that struck the Marche region in 2016.

ABF is also active in six schools in Haiti, guaranteeing equitable, quality education and providing a safe refuge from gang violence to over 3,600 students.

Education is not the only focus.
In Haiti, and in line with Goal 6 of the 2030 Agenda, since 2013 the ABF Water Truck Project has been delivering 24,000 gallons of clean water every day to more than 400,000 people living in the slums of Cité Soleil.
This support is essential for Haitian children who, together with the elderly, are the most vulnerable and most exposed to the serious consequences of dehydration and lack of hygiene.

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On this crucial opening day, classrooms came alive with voices, energy, and smiles as students stepped through the doors of the new building, marking the beginning of an educational journey designed to foster innovation, creativity, and well-being.

Alongside Mayor Roberto Lucarelli to welcome the students were Veronica Berti Bocelli, ABF Vice-Chair, and Laura Biancalani, ABF CEO. They greeted the school community, offering their support and encouragement to students, teachers, and families, and wished everyone a year filled with discovery, growth, and new opportunities.

Adding to the joy of the occasion, magician and ABF Advocate Andrea Paris delighted the audience with an exceptional performance that brought wonder and laughter to both students and teachers.

The new “Betti” Complex represents a milestone of rebirth for Camerino, one of the areas most severely affected by the 2016 earthquake. Officially unveiled on May 30, the facility houses:

• 2 preschool classes,
• 11 elementary school classes, and
• 8 middle school classes.

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This condition arises when children grow up without access to formative experiences, cultural stimuli, or opportunities that enable them to develop knowledge, talents, passions, and aspirations.

While inadequate schooling is a central factor, educational poverty extends beyond poor academic attainment. It is a multidimensional phenomenon, shaped by family, economic, and social factors, and encompasses both cognitive and non-cognitive skills, including emotional and relational competencies.

For example, educational poverty is present when a child living in a remote area without access to early childhood education or reliable public transportation is unable to attend school regularly, or when a teenager must leave school after middle school to support their family’s income. In both cases, the fundamental right to education is denied.

Educational poverty is measured using various indicators. One such benchmark is the European Union target that at least 45% of children aged 0–2 should have access to early childhood care. When a country falls below this threshold, it is considered deprived in this domain.

Causes of Educational Poverty

Research at both national and European levels identifies the following as key drivers of educational poverty:

1. Economic hardship and social inequality
2. Parents’ level of education
3. Lack of access to early childhood education and care
4. Limited cultural offerings in the local area
5. Fragile or unsupportive family environments
6. Low quality of educational provision

Educational poverty stems from the interaction of structural family, economic, social, and educational inequalities, which systematically limit children’s and youth’s access to equal opportunities — thereby impeding the empowerment of individuals and entire communities.

Strategies to Combat Educational Poverty

Addressing educational poverty calls for a systemic, multi-level approach — at the individual, family, community, and institutional levels — to close the gaps that prevent so many children and young people from realizing their full potential.

Effective strategies to combat educational poverty include:

• Improving the quality of education and early childhood services, ensuring stimulating, inclusive, and welcoming environments from the earliest years
• Investing in teacher training to promote inclusive education and participatory teaching methods
• Promoting hands-on, inclusive learning that uses diverse modes of expression and communication
• Tackling school dropout and learning loss through targeted orientation and support initiatives
• Supporting community-based educational agreements between schools, families, local institutions, and the Third Sector. Nonprofit organizations in particular can play a key role by designing context-specific educational projects
• Transforming schools into community hubs — not only places of instruction, but also centers for connection, socialization, and local cohesion

Ultimately, fighting educational poverty means expanding both formal and informal learning opportunities, while promoting culture, social inclusion, and well-being.

ABF’s Commitment

Since 2011, the Andrea Bocelli Foundation has been developing and implementing educational projects aligned with Sustainable Development Goal 4 of the United Nations 2030 Agenda: ensuring inclusive, equitable, and quality education and promoting lifelong learning opportunities for all.

Fighting educational poverty is the common thread that connects every ABF initiative. Restoring children and youth — especially those in fragile or underserved contexts — their full right to grow, learn, and actively shape their futures is at the core of the Foundation’s mission: Empowering people and communities.

From rebuilding schools in Central Italy following the 2016 earthquakes to expanding access to quality education in some of the world’s most vulnerable settings, every ABF project is designed to provide tools, spaces, and opportunities to those who lack them. These interventions draw on multiple expressive languages, including art, music, and digital technologies.

Among the most impactful initiatives are ABF’s six schools and educational programs in Haiti — a country facing an ongoing humanitarian crisis — where school becomes a place of protection from violence and the only path to empowerment for future generations.

Through its ABF Edu and ABF Edu-Care programs, the Foundation promotes innovative teaching models, co-designed with local educators, to foster interaction, discovery, and the development of each child’s talents through the languages of art, music, and digital learning.

This commitment extends to both pediatric hospitals affiliated with the Italian Pediatric Hospitals Association (AOPI) — ensuring that hospitalized children continue to access quality education — and to post-earthquake schools, now transformed into inclusive community centers.

At the core of the ABF Voices of program is music. Through regional choirs established in vulnerable areas of the world, girls and boys, young women and men are given the opportunity to discover and nurture their talents.

For young people aged 16 to 25, seeking training, guidance, and personal growth, the ABF Globalab educational program offers practical tools and tailored pathways to develop core competencies which are essential for building a more aware, independent, and fulfilling future.

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In this article, we will explore the initiatives launched by the Andrea Bocelli Foundation to offer young people pathways for personal and professional growth, transforming inactivity into active participation in the worlds of work and education.

ABF Projects Designed for Young People Not in Education or Employment

ABF develops programmes that connect schools, training settings, and public guidance services, combining educational support, the enhancement of transferable skills, and the promotion of personal well-being.

These initiatives are designed to respond directly and concretely to the challenges experienced by young people, who often face complex obstacles such as unemployment, limited access to educational opportunities, and barriers to entering the labour market.

The initiatives promoted by the Andrea Bocelli Foundation aim to create a support network that extends beyond education alone, placing strong emphasis on personal development and the recognition of individual potential.

Specifically, ABF promotes:

• ABF Globalab, a school, personal, and professional guidance programme for young people aged 16–25, which includes mentoring, workshops, labs, and creative activities designed to support youth in shaping their own life paths. The ABF Globalab programme includes seven initiatives, one of which — ABF Talent4Work — is dedicated explicitly to NEETs;
• ABF Talent4Work, a project within ABF Globalab, focuses on the identification and recognition of transferable skills, particularly socio-emotional skills, to strengthen young people’s self-awareness and autonomy so they can engage with the services or professional opportunities that best match their interests.

Let’s take a closer look.

ABF Globalab: A Guidance Programme for Young People

Launched in 2021, ABF Globalab is an innovative programme dedicated to the educational, professional, and personal guidance of young people aged 16 to 25.

Aligned with Goal 4 of the 2030 Agenda — “Ensure inclusive, equitable and quality education and promote lifelong learning opportunities for all” — the Andrea Bocelli Foundation uses ABF Globalab to address the 16–25 age group through vocational guidance projects. These initiatives are aligned with Target 4.4, which aims to “substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.”

Following the renovation of the new wing of the San Firenze complex, the Foundation’s headquarters, the ABF Globalab programme has evolved from a purely project-based initiative into a physical and operational reality.

The programme is hosted in these new spaces and offers a wide range of activities — from creative workshops to idea contests, individual mentoring, and meetings with companies and professionals.

At the heart of the programme is an active, participatory, and flexible approach that integrates tools such as design thinking, game-based learning, and life design. Thanks to a bottom-up design and a skills monitoring system, ABF Globalab guides young people in discovering their potential and supports them in making informed decisions to build sustainable futures.

One of the distinctive features of Globalab is its strong focus on socio-emotional well-being as a key driver for re-engaging NEET youth. ABF works to create safe, welcoming, and motivating educational environments where every young person can find a sense of belonging, develop self-awareness and an understanding of their strengths, regain confidence, and build a positive relationship with the future.

The support of a multidisciplinary team — composed of educators, pedagogists, psychologists, and guidance counsellors — ensures personalised support that focuses not only on professional development but also on emotional, relational, and psychological well-being.

ABF Talent4Work: The ABF Globalab Project Dedicated to NEETs

Within the ABF Globalab framework, ABF Talent4Work is a dedicated initiative focused on identifying and enhancing young people’s skills — particularly transversal and socio-emotional competencies — to strengthen their self-efficacy, self-awareness, and autonomy as they build their professional path.

Talent4Work does not directly match young people with companies, nor does it maintain formal partnerships with employment centres. Its goal is to support young people in the pre-employment phase, empowering them to independently navigate and connect with services, opportunities, or professional pathways aligned with their goals.

During Talent4Work training sessions, young participants work alongside ABF educators and career advisors on practical activities, such as:

• Communicating their strengths effectively and transforming perceived limitations into personal assets
• Preparing for job interviews and approaching them with confidence
• Writing a coherent and impactful CV
• Developing and managing their digital identity
• Answering the question “Tell me about yourself” authentically and strategically
• Identifying, valuing, and articulating their skills
• Navigating the landscape of professions, training paths, and employment opportunities in Italy and abroad

Since the post-pandemic period, the Foundation has significantly increased its investment in interpersonal skills, recognising them as essential to restoring dialogue, trust, and personal well-being.

Today, this work is evolving to place greater emphasis on critical thinking and active self-awareness. Young people are guided to understand that, by combining digital tools with strong socio-emotional competencies, they can not only find work but also consciously pursue careers that genuinely reflect their personal aspirations, aligning their life goals with professional opportunities.

This approach is a direct response to the growing phenomenon of “quiet quitting” — the silent disengagement from work, which has emerged especially among the younger generations seeking meaning, balance, and a higher quality of professional life.

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Sharing the stage with them were Serena Autieri and a host of acclaimed artists, including sopranos Clara Barbier Serrano and Laura Mekhail, both recipients of the prestigious Andrea Bocelli Foundation – Community Jameel Scholarship.

Pompeii, June 27–28 – In the breathtaking setting of the Amphitheater of the Pompeii Ruins, the choirs ABF Voices of Italy – Camerino and ABF Voices of Italy – Naples took the stage with Maestro Andrea Bocelli as part of two highly anticipated concerts. These performances featured 60 young choristers from the global “ABF Voices of” program, who delivered powerful messages of hope, beauty, and rebirth through music.

The two choral ensembles, comprising a total of 60 young singers, performed alongside Maestro Bocelli the pieces “Mamma” and “Sorridi Amore Vai”, joined on stage by ABF Advocate Serena Autieri.

The global “ABF Voices of” program was created to support the personal growth and empowerment of young people, using music as an educational and transformative tool in contexts of vulnerability and social marginalization, both in Italy and abroad.

The program is active in Camerino, in Naples’ Rione Sanità in partnership with the San Gennaro Community Foundation, as well as in the Holy Land, Haiti, and Uganda—regions deeply affected by tension, instability, conflict, natural disasters, or profound social challenges.

In these places, music assumes an even greater significance: it becomes a universal language that bridges cultures and unites individuals. It is an act of resistance and resilience that inspires hope, encourages dialogue, and restores a sense of shared humanity—an affirmation of the right to childhood and joy in environments where everything seems to call for resignation.

Beyond its musical dimension, the program also focuses on developing cross-cutting skills, particularly socio-emotional competencies, by engaging young people from diverse cultural and social backgrounds. This allows them to grow into conscious, compassionate citizens, nurturing a curious and open outlook on the world.
“ABF Voices Of” is a space where music becomes a shared experience—a place where each child can discover their own value and that of others, contributing to a broader change that resonates throughout the entire community.

“The Pompeii concerts represented a moment of profound artistic and emotional significance for the young choristers, who experienced a formative and transformative journey alongside the Foundation’s founder.
Performing in a symbolic setting like Pompeii is not only thrilling but also deeply educational: it means rediscovering beauty as a collective value and music as a universal language capable of breathing new life into both places and memories.
The program invites us to reflect on the role of art in society, showing younger generations that talent alone is not enough—it is daily commitment and a sense of responsibility that make art truly transformative.”
— Laura Biancalani, CEO, Andrea Bocelli Foundation

“The joy of doing! Making music together, building friendships, creating culture, and celebrating life with joy and wonder.
Music teaches us this too: the value of the journey, the value of time, because when time is spent learning, it is never time wasted.
Our outstanding young choristers from the ‘ABF Voices Of’ program rehearsed diligently before stepping on stage, immersing themselves in the beauty of art while also developing self-esteem, responsibility, emotional awareness, and dedication—sharing an experience that was playful, artistic, and socially powerful all at once.
From Naples and Camerino, the choirs came together in harmony, joined by the silvery voice of a modern-day angel, ABF advocate Serena Autieri. Every one of them became part of a musical celebration of life itself.”
— Andrea Bocelli

The ABF Voices of program follows the school calendar (September to June) and is structured around weekly activities, periodic retreats, and international gatherings. Its educational approach is rooted in the group dynamic, which becomes a space for both musical and relational growth and experimentation.

The program uses a range of tools, including a shared repertoire—80% of which is standard across all choirs worldwide, and 20% composed of locally selected pieces. This structure encourages both unified training and cultural exchange. In addition, the program implements a dedicated educational toolkit and psycho-pedagogical monitoring instruments to assess the impact on participants’ skills and overall well-being, working in close synergy with educators, musicians, and psychologists. Weekly rehearsals serve not only as moments of musical practice but also as educational opportunities where children and youth develop listening skills, cooperation, trust, and self-awareness. Group retreats, held twice a year, strengthen the sense of community and the harmony that lies at the heart of the choral experience.

Every two years, choirs from around the world come together for Global Gatherings—opportunities to share music, culture, and human connection. These meetings allow choristers to rehearse common repertoire and perform together, while also immersing themselves in diverse cultures through shared experiences and music.

The next Global Gathering is scheduled for 2026, on the occasion of the 15th anniversary of the Andrea Bocelli Foundation—a joyful celebration where the young choristers will take center stage, honoring music as a tool for growth, inclusion, and the building of lasting bonds, a force capable of uniting people and communities beyond all borders.

Also sharing the stage with the Maestro were two young opera singers, Clara Barbier Serrano and Laura Mekhail, recipients of the prestigious scholarship established by the Andrea Bocelli Foundation in partnership with Community Jameel. This scholarship is designed to support emerging talent in the world of music, offering access to the Royal College of Music (RCM) in London and helping shape their international careers. This initiative reflects the shared commitment of the Andrea Bocelli Foundation and Community Jameel to investing in the next generation of artists and empowering them to fully realize their potential.

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While all projects are rooted in ABF’s overarching mission and vision, their uniqueness lies in their ability to respond directly to local needs. A project can only be truly effective if it aligns with the particular requirements and dynamics of the territory. For this reason, ABF places great emphasis on thorough context analysis—not only through observation, but above all through dialogue and collaboration with beneficiaries and local stakeholders.

This methodology defines what ABF calls participatory design: a co-design process in which projects are built with communities, not merely for them.

In this spirit, since 2019 ABF has signed a Memorandum of Understanding with the Italian Ministry of Education and Merit (MiM) to promote and implement innovative educational programs in schools and hospital schools.

A further distinguishing feature of ABF’s educational work is its focus on social innovation. The goal is not simply to provide services, but to create pilot models that are scalable and replicable—models that can drive lasting, positive change in diverse contexts.

The Different Types of Educational Projects

ABF considers schools to be key environments for cultural and social transformation. For this reason, many of its educational projects are carried out in mainstream and hospital schools, ensuring continuity of education even in the most fragile situations. Music, a universal language of expression, plays a central role in many ABF initiatives.

One of the flagship programs is the Social Choir, which goes beyond musical training. While participants learn to sing, the primary aim is to foster individual and collective empowerment through shared experience.

In addition, ABF Masterclasses  offer specialized training for those who wish to pursue advanced musical development.

Another fundamental focus of ABF’s educational strategy is the development of soft skills—those essential, transferable abilities that enable individuals to navigate learning, work, and life. Encouraging the development of these soft skills helps children, young people, and adults realize their full potential.

The Stages of an Educational Project

Developing an educational project is a dynamic and multi-phase process that typically includes:

1. Preliminary Context Analysis
   The most crucial step. It involves gaining an in-depth understanding of the territory, identifying its real needs, available resources, critical issues, and potential opportunities.
2. Participatory Planning
   Based on the information gathered, a co-design phase is initiated with all stakeholders involved—schools, families, local authorities, and community members.
3. Objective Planning and Definition
   Clear, measurable goals are set in direct response to the needs that emerged during the analysis phase.
4. Project Implementation
   This phase involves putting the project into action through educational activities, workshops, training programs, and creative or artistic initiatives.
5. Monitoring and Evaluation
   Ongoing feedback is collected from stakeholders and participants to assess the effectiveness and impact of the project.
6. Sustainability and Replicability
   The ultimate goal is to develop models that are sustainable and adaptable to other contexts—driving wider social innovation.

An essential and continuous element throughout all these phases is the training and professional development of ABF’s educators and staff. Through both in-person and online sessions, ABF promotes dialogue among professionals from different regions, fostering a national network that facilitates the transfer of knowledge and mutual growth.

Educational Projects Promoted by ABF

ABF Digital Lab was created to encourage interactive and inclusive learning environments through new technologies, the Digital Lab helps every child discover and enhance their talents.
It operates partly in pediatric hospitals within the AOPI (Italian Pediatric Hospitals Association) network—supported by hospital schools—and partly in schools rebuilt by the Foundation following the 2016 earthquake in Central Italy.

Key features include the Digital Atelierista: a professional educator who supports teachers and students in using ABF-provided digital resources. The project also includes the ABF TeachBus—a mobile digital library equipped with tablets, laptops for remote learning, virtual reality headsets, and the ABF Educational platform, which gives access to a wide range of educational content.

ABF Voices of
This program places the social choir at its heart, using music as a powerful tool for self-expression and community-building. By establishing regional choirs in underserved areas around the world, the initiative empowers children and young people, helping them nurture their talent and create positive ripple effects within their communities.

ABF Globalab
A reference point for young people aged 16 to 25, Globalab provides tools and guidance for personal growth, skills development, and career planning.
Thanks to the redevelopment of a new wing of the San Firenze complex—now ABF’s headquarters—Globalab has evolved from a simple initiative into a vibrant hub that welcomes young people, educators, and cultural professionals for daily engagement and empowerment.

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As it is understood today, the concept gained prominence through the European Union. In its 2001 Green Paper, the European Commission defined CSR as “the voluntary integration of social and environmental concerns into business operations and interactions with stakeholders.”

A decade later, in its Communication of October 25, 2011 (No. 681), the European Commission refined this definition, stating that CSR is “the responsibility of businesses for their impact on society.”

The European Union asserts that companies must integrate social, environmental, ethical, and human rights considerations—as well as consumer interests—into their business operations and strategic planning to be socially responsible.

CSR is aligned with the 10 principles of UN Global Compact which encompass key areas such as respect for human rights, the elimination of all forms of workplace discrimination, the promotion of environmental responsibility, and efforts to combat corruption.

Why Companies Engage in Corporate Social Responsibility

Corporate Social Responsibility (CSR) is deeply connected to the Sustainable Development Goals (SDGs) outlined in the 2030 Agenda. Both initiatives seek to foster an equitable, sustainable, and inclusive development model.

For businesses, CSR serves as a powerful tool to contribute to these goals by embedding sustainable and responsible practices into their operations. It is a voluntary commitment, going beyond legal obligations, and to be recognized, it must be properly documented.

As highlighted in the European Commission’s Communication No. 681, “Addressing corporate social responsibility is in the interest of business.” A strategic approach to CSR offers companies a competitive edge, delivering tangible benefits.

Companies that partner with the Andrea Bocelli Foundation are vital in advancing its mission of “Empowering people and communities.” Through their support, they help drive impactful projects focused on education, healthcare, and social inclusion, making a tangible difference in the lives of those in need.

CSR and Nonprofit Organizations

Nonprofit organizations are key partners in helping companies translate their commitment to Corporate Social Responsibility (CSR) into concrete actions of social value.  By collaborating with philanthropic entities, businesses can actively contribute to sustainable development through structured partnerships that drive social value.

For example, a socially responsible company may support the third sector by establishing a structured partnership with a philanthropic entity dedicated to key areas of sustainable development, such as education, healthcare, and social inclusion.

Companies that partner with the Andrea Bocelli Foundation significantly contribute to its mission of “Empowering people and communities.” Their support helps implement transformative projects that enhance access to education, improve healthcare services, and promote social inclusion for those in need.

Methods of Collaboration

Partnerships between companies and nonprofit organizations in the context of Corporate Social Responsibility (CSR) can take various forms, including:

• Monetary donations – Voluntary financial contributions to support organizations or specific projects.
• Provision of goods and services at reduced costs – Offering essential resources at subsidized prices to aid social initiatives.
• Employee engagement – Encouraging staff participation in corporate volunteer programs, payroll giving campaigns, or the 5×1000 Italian tax donation scheme.
• Knowledge and skill-sharing – Providing specialized expertise and professional know-how to support nonprofit initiatives.
• Corporate fundraising initiatives – Implementing internal fundraising programs to generate resources for charitable causes.

As previously mentioned, Corporate Social Responsibility is closely linked to the Sustainable Development Goals (SDGs), reinforcing businesses’ role in fostering sustainable and positive social change.

Through their commitment, partner companies of the Andrea Bocelli Foundation significantly enhance the Foundation’s ability to drive progress toward achieving a wide range of Sustainable Development Goals (SDGs).

For example, through their support:

• Goal 4 is advanced by ensuring equitable and inclusive quality education through the Foundation’s projects and programs.
• Goal 6 is supported by promoting access to safe water  and sanitation for all, addressing critical needs in underserved communities.
• Goal 11 is fostered by working to make cities and communities more inclusive, resilient, and sustainable, enhancing urban living conditions.

Companies play a key role in amplifying the Foundation’s impact and advancing these global goals through such partnerships.

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Agenda 2030 was developed in response to the most urgent global challenges, such as poverty, inequality, and climate change, underscoring the need for a collective approach to address them.

The 17 Sustainable Development Goals (SDGs)

Agenda 2030 is built around 17 Sustainable Development Goals, or SDGs, which include:

1. End all forms of poverty everywhere through inclusive economic growth, job creation, and promoting equality.
2. Eliminate hunger by achieving food security, improving nutrition, and promoting sustainable agriculture.
3. Ensure health and well-being for all, across all ages.
4. Guarantee inclusive and equitable quality education, ensuring lifelong learning opportunities for all. Despite progress, the right to education remains a critical global challenge.
5. Achieve gender equality and empower all women, combating discrimination and violence.
6. Ensure access to clean water and sanitation for all.
7. Provide access to affordable and clean energy for all.
8. Promote sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
9. Build resilient infrastructure, promote sustainable industrialization, and foster innovation.
10. Reduce inequalities within and among countries to promote social, economic, and political inclusion for all.
11. Make cities and human settlements inclusive, safe, resilient, and sustainable, ensuring access to essential energy, housing, and transportation services.
12. Ensure responsible consumption and production patterns through more efficient use of natural resources and reduced food waste.
13. Combat climate change through comprehensive actions, policies, and strategies at every level.
14. Conserve and sustainably use oceans, seas, and marine resources.
15. Manage forests sustainably, combat desertification, halt land degradation, and protect biodiversity.
16. Promote peaceful and inclusive societies, universal access to justice, and robust, accountable institutions.
17. Strengthen the means of implementation and reinvigorate global partnerships for sustainable development.

The progress and challenges in achieving these goals are reviewed annually by the UN High-Level Political Forum, guided by the UN Economic and Social Council and takes place under the auspices of the General Assembly every four years.

To track the global implementation of Agenda 2030, the UN Statistical Commission has set up the Inter-Agency Expert Group on SDGs (IAEG-SDGs), which focuses on defining indicators for monitoring progress.

Agenda 2030: Where Do We Stand?

Despite efforts, official data shows that the progress towards the goals of Agenda 2030 is not as promising as expected.

According to the Europe Sustainable Development Report Performance 2025, which evaluates EU countries’ progress toward the SDGs, many indicators have shown little to no progress since 2015, with even fewer improvements since 2020. Notably, there has been stagnation, and in some cases a reversal, in the indicators related to the Leave-No-One-Behind principle, which measures inequalities in access to opportunities, well-being, and services within countries.

Andrea Bocelli Foundation’s Commitment to Agenda 2030

All projects carried out by the Andrea Bocelli Foundation (ABF) in Italy and globally under the mission of “Empowering people and communities” are aligned with one or more of the Sustainable Development Goals outlined in Agenda 2030.

Among the most crucial is Goal 4, which aims to ensure inclusive and equitable quality education. This goal is central to ABF’s mission, grounded in the belief that education is the cornerstone of individual and collective empowerment.

ABF’s work spans a variety of initiatives that align with Agenda 2030’s goals. Some notable projects include:

• ABF GlobaLab (Sustainable Development Goals 4 and 11): A laboratory program for young people aged 16 to 25, focused on mobilizing their initiatives by leveraging their cognitive, emotional, and value-driven resources.
• ABF Voices of (Sustainable Development Goal 4): A project that creates regional choirs in vulnerable areas of the world, using music as a universal tool for empowerment, enabling young talents to thrive and positively impact their communities.
• ABF Digital Lab (Sustainable Development Goal 4): This initiative supports hospital schools, ensuring that children in paediatric wards have access to quality education, even in challenging circumstances.
• In Haiti, ABF has built six schools in partnership with The St. Luke Foundation for Haiti, giving local children and youth the opportunity for a brighter future through education.

In addition, ABF’s Water Truck project (Sustainable Development Goal 6) delivers 24,000 gallons of clean water to over 400,000 people in the slums of Cité Soleil, directly addressing the urgent need for clean water and sanitation.

Through these and other projects, the Andrea Bocelli Foundation is actively contributing to realizing Agenda 2030’s goals, understanding that every action, no matter how small, can lead to meaningful and lasting change.

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