Abstract

The contribution offers historical, legislative, and mapping elements of initiatives to contrast educational poverty within the decentralization processes in the national context. The roles of the Ministry of Education in its action as central coordinator and of peripheral bodies, including the Regional School Offices (USR), are part of the analysis. Specific attention is paid to the role of the Regions and organizations delegated by governments in the implementation of initiatives to combat educational poverty within the difficult decentralization processes implemented in the country. Main results underline the need to strengthen the role of peripheral entities to allow greater effectiveness in the calibration of interventions.