GENERAL OBJECTIVE: Equipping pre-university educational units in the city of Ștei with medical protection equipment. DESCRIPTION OF THE GENERAL OBJECT: The increase in the capacity of schools to respond to the COVID crisis materialises by purchasing all the equipment and supplies necessary for the proper conduct of educational activities in an educational institution. Access to education is essential, but the return of students to classrooms must be made in maximum safety in order not to expose them to risks. The role of education is to form the social being, to socialise the child. In reality, education has a multidimensional character and an appropriate definition must take both dimensions into account, so that it can guide educational action to meet both the needs of the individual and those of the society for which we form it. Therefore, in order to form complete individuals able to act easily in society, physical presence in school is necessary. Online education has multiple advantages in terms of educational activity in the narrow sense, but it does not bring any benefit to the individual to the social element, as it eliminates exactly the social component, isolating the child in an environment that poses no challenge. However, these young people will come out of their homes at some point, but the street is not home, it is not safe, it is not comfort, it is not the possibility to retire when you don't like something, so these young people will become anxious, aggressive and incapable of empathy and direct communication. In the context of the current COVID-19 pandemic, which also affected Romania, the population faces a number of economic and social problems caused by the reduction of the activity of economic agents and public institutions, the reorganisation of the activity of health services, social assistance and education services. Under these circumstances, vulnerabilities of children, families and communities can exacerbate pre-existing risks: limited access to social services, health, inequalities in access to education, poverty. With the rapid change in teaching arrangements, following the start of the COVID-19 pandemic, the lack of central strategy on unitary implementation coordination measures is seen as the main structural barrier that makes interventions localised and developed differently, depending on teacher capacity or parental support availability. Most barriers are grouped into four types of digital inequalities: 1) physical access; 2) use (reduced or insufficiently addressed and developed digital skills of children, parents and teachers); 3) access to educational resources appropriate to the different educational cycles that respond to the new curriculum; 4) lack of unified planning at central level to implement