Enac – Canossian vocational training authority “C. Figliolia”


Founded in 2004 on a proposal from the Religious Canossian Province “Maria SS. Addolorata” and ENAC Association – National Canossian Authority.


The non-profit association aims to give social solidarity to the most disadvantaged people, coherently with the Educational institutions and St. Maddalena from Canossa pedagogical style.


ENAC Puglia’s institutional culture, accredited by Puglia region, incorporates the values, which inspire the National Canossian Authority and its most important fields of action to reduce social, professional and gender disadvantage.



Authority’s raison d’être and its values


  • Operating with a training offer to help the integral personal development in harmony with the social evolution;
  • Promoting vocational orienteering, Education, training, retraining;
  • Helping the integration in the job market of the weakest people among youth, women and of those who are most exposed to social and vocational exclusion;
  • Helping a development integrated with the both the Educational and vocational training systems in accordance with both the politics of social, cultural and economic development of the territory and with the needing of a full valorisation of people’s human abilities;
  • Promoting studies, researches and experimentations that help the processes of improvement and innovation of both the Educational and vocational training systems;
  • Cooperating with public and church institutions and also with private organizations to realise international and supranational initiatives coherently with the Educational purposes proper of the Authority.



General politics and primary fields of action


The Authority has always worked with discomfort and disadvantage, generally due to the job market, mostly linked with the lack of individual and environmental opportunities. This lack led the Authority to focus on several areas:

  • Compulsory training (nowadays Duty/Right)with paths aimed to reduce and prevent early school leaving;
  • High Education with the scope to train mid-bands of workers in a system in line with European standards by focusing the whole response programme on the labour market on the improvement of people and territorial rebalancing;
  • Permanent training, common in adulthood and nowadays crucial, with the scope to requalify and re-professionalize people through vocational training courses dedicated to users’ needing and interests;
  • Praining in the most disadvantaged situations by taking actions to acquire basic and transversal skills functional to the integration or reintegration in the labour market.

Magdalene of Canossa

Member of the noble family Marquises of Canossa, she was born in Verona on March 1st, 1774.

Sensitive to the needs of the poorest people and led by a deep religious research, after several experiences and attempts she finds her path in the Church: she will choose to live her life with evangelistic radicalism for God not only following the monastic way but also with dedication to the poorest ones.


She definitively leaves “Palazzo Canossa” on May 8th 1808 and starts her work together with some companions reuniting and educating girls in the poor area of St. Zeno.

Later the “Daughters of Charity” Institute spreads in Venice, Milan, Bergamo and Trento while Maddalena enlarges her contacts with both religious and civil authorities to help support hers and others charitable works.

On May 23rd 1831, helped by a Venetian priest and two laics from Bergamo she founds the “Sons of Charity” congregation.


She dies in Verona on April 10th 1835. Pope Pius XI proclaimed her Blessed on December 8th 1941 and Pope John Paul II canonized her on October 2nd 1988.

Carta dei Valori



  1. Reception, Listening and Promotion of the human Acknowledgement of the originality and crucial importance of the human being in the Educational process aimed to the promotion of the personal attitudes of everyone;
  2. Full training of the person. Orienteering and training as privileged instruments to lead to the full human and professional realization of the person and promote their integration in the society;
  3. Education based on Christian Anthropology. An Educational offer born from the fidelity to the Gospel and referred to all those who are looking for the Truth.


4. Dialogic and preventive Educational approach. Favouring a dialogue respectful of the different roles and able to operate in a logic of prevention even with firm positions;

5. Family and Educational community. Acknowledgement of the crucial role family plays in Education and its full involvement in the path of formation;

6.Vocational abilities and social responsibility. Promoting in all the members of the community vocational skills which make them able to strenghten their own social responsibilities.


7. Solidarity and equal social dignity. Development of a culture which promotes everybody’s growth and integration with particular attention to those who represent the weakest and more marginalised stripes of the society, with no distinctions for sex, race, language, religion and social conditions;

8. Attention to the social reality. Development of an Educational offer able to understand the evolving society and its real Educational needs and to prepare to a social and civil commitment.


9. Attention to the signs of the times and ability to respond with adequate Educational offers;

10. Innovation and quality. Attitude of permanent improvement of its own Educational and training service.