Community Notebook. People, Education and Welfare in the Society 5.0

The National School Headteacher Evaluation System is finally underway

2025-11-08T09:44:06+00:00

The article describes the introduction of the national school headteacher evaluation system in Italy, outlined in Ministerial Decree No. 47 of 12 March 2025. After years of attempts, a system has finally been established that links evaluation to performance-related pay. The system aims to improve the quality of education by enhancing leadership, based on measurable objectives and a transparent process. The evaluation takes into account both individual performance and the specific context, with the aim of promoting accountability and effectiveness in school management. The article illustrates the characteristics of the new model, the implementation timetable and the procedures for cross-examination and guarantees, emphasising the importance of training and monitoring for the success of the system.

Review of the book "Orientamento educativo e professionale"

2025-11-08T09:47:28+00:00

The book ‘Educational and Career Guidance: Theories, Practices and Research’ by Lorenza Da Re, published by PENSA Multimedia, is the result of and completes the fruitful reflection on the subject that developed during the study seminar held online on 6 October 2023. The text addresses the theme of guidance, which is central to the current historical moment, highlighting both its great pedagogical history and the polysemic richness it brings with it, while also emphasising its continuous and fertile evolution, linked to the complexity of the times we live in. The book consists of three parts. The first part, which serves as a framework and background, outlines the pedagogical trajectories of educational guidance from the last century to the present day, with particular attention to developments in our country. The second and third parts contain specific and thematic insights, together with experiences, practices and research in the field of guidance. The book offers an opportunity to reflect on guidance and the development of this concept, especially with regard to educational and professional guidance towards informed choices for the future.

The culture of statistical data in support of social and economic change: the experience of collaboration between ISTAT and the National Third Sector Forum

2025-05-14T08:05:31+00:00

Italian National Institute of Statistics and the National Forum of the Third Sector are collaborating on a project to promote statistical culture for socially useful territorial action. The course focuses on the use of official statistical data and has an articulation of asynchronous and synchronous training moments. A subjective evaluation by the learners on the improvement of skills and professional growth is foreseen. The new competences make it possible to act in a context of profound economic and social change.

The Apulian Spring, Twenty Years Later

2025-05-14T08:01:15+00:00

The Apulian Spring has meant for a region of the South of Italy the attempt to reach an autonomous path to development. Twenty years later, is it possible to evaluate the main regional policies and the distributional effects on the population? The study aims to contribute to the debate on populism. According to the planning documents, Apulian Spring tried to transform economic and political regional institutions, making them more inclusive. Discussing the transformation of one of the least developed European regions in an attractive place can help understand the effects of progressive policies, in the age of right-wing populism.

Assessing social innovation in real time

2025-05-14T08:02:05+00:00

Real-Time Evaluation for Social Innovation (RTE4SI) is a dynamic, adaptive, and narrative method that integrates monitoring and evaluation to continuously collect and use data. It constantly updates, includes immediate responses to results, and translates data into stories of impact. By mapping connections between resources, activities and changes, it supports the analysis of short-, medium- and long-term transformations, verifying the success of innovation.

Italiano Development of the AI-driven platform for the integrated management of training evaluation INSIGHT

2025-05-14T08:04:51+00:00

The paper analyzes the main criticalities in traditional training evaluation methods and proposes an innovative model based on Artificial Intelligence (AI). Conventional evaluation is often fragmented, generic, and misaligned with performance outcomes, while established models like those of Kirkpatrick and Phillips have significant limitations in their practical application. The following analysis identifies methodological, technological, and cultural barriers, proposing a system that redefines evaluation as a strategic and integrated process. The proposed model employs conversational AI to gather expectations, monitor the evolution of learning, and suggest improvements through a combination of objective and subjective indicators. Its uniqueness also lies in the AI-human supervision hybrid approach, multi-stakeholder validation, and the use of natural dialogue, aiming to transform evaluation into a tool for managing and developing organizational competencies. Another distinctive feature of the model is the integration of the Return on Expectation (ROE) approach, to measure not only the effectiveness of training but also the ability to align training investments with the organization's strategic goals. The model also introduces a system that promotes a continuous learning cycle, in line with the Lisbon Strategy’s goals of supporting lifelong learning. Finally, the document presents an extension of the model through the integration of predictive analytics as an anticipatory process to identify future needs and facilitate alignment between existing competencies, those required within the organization, and those demanded by the market.

The new frontiers of participatory evaluation: between challenges and opportunities

2025-05-14T08:00:35+00:00

This article explores the challenges and opportunities associated with evaluating self-entrepreneurship and youth empowerment projects, with a focus on an initiative carried out in the inland areas of Trentino and Basilicata. Through an analysis of the ecological value chain methodology developed by AICCON and applied to JA Italia ETS projects, we discuss how a well-structured evaluation can not only improve understanding of the impacts of such projects, but also address the difficulties in data collection and results measurement. Finally, the learning opportunities arising from evaluation are highlighted, emphasising the importance of adaptive approaches to ensure long-term success and sustainability.

Assessment strategies to combat university dropout rates through empowerment and to design educational and professional guidance practices: a project by the Universities of Padua and Foggia

2025-10-30T19:30:59+00:00

The article presents the PRIN project ‘Evaluation strategies to contrast university drop-out through empowerment and to design educational and career guidance practices’ (PI: Lorenza Da Re, UNIPD; AI: Andrea Nigri, UNIFG), which investigates the issues of drop-out and academic success through a pedagogical-statistical approach. The project aims to develop innovative guidance and tutoring practices to facilitate university transition and success, while also promoting appropriate assessment processes, with the aim of enhancing inclusive and effective education.

The challenges of assessment in adult education contexts: CPIA and second-level courses

2025-05-14T07:56:48+00:00

This article analyses the topic of assessment in adult education contexts, with particular reference to CPIA (Provincial Centres for Adult Education) and second-level courses. After providing an overview of the regulatory framework, it explores the theoretical and methodological approaches that underpin assessment practices from a formative, inclusive and guidance perspective, valuing adults' prior experiences and skills.

Promoting quality in adult education: thecontribution of peer review

2025-04-16T14:32:11+00:00

Thanks to the implementation of the ONE – Opening adult education Networks to European cooperation, Erasmus+ project, many CPIAs – Public Schools for Adults in Italy – have had the opportunity to learn quality evaluation through a European Peer Review methodology, updated and adapted to latest Lifelong Learning challenges, including social cohesion and inclusiveness for the most disadvantaged. Teachers who participated between 2022 and 2024 in the training sessions to become Peers and carry out reviews remain keen to be supported in continuous improvement. They have acquired not only knowledge of the methodology but also key transversal competences to readdress evaluation in adult education, confirming the importance of promoting a continuous improvement mentality that does not equate quality evaluation with formal judgements and control. This twofold approach, based on training Peers and carrying out Peer Reviews, requires a coordination body to support competence development and manage Peer Reviews among CPIAs.

The new ‘Union of Skills’ strategy: a bridge between skills, quality and assessment in Europe

2025-11-08T09:39:53+00:00

This article analyses the role of the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) in the process of building the so-called Union of Skills, a strategic objective of the European Union aimed at ensuring an integrated, transparent and flexible skills system. Through a critical analysis of the relevant literature, European Commission policy documents and experiences in Member States, it highlights how EQAVET is not only a tool for improving the quality of training provision, but also an assessment tool that can be used to guide and monitor public policies in the field of initial and continuing vocational education and training. The article concludes that the full exploitation of EQAVET in policy cycle processes can make a decisive contribution to the shared governance of training in Europe.

Editorial

2025-10-30T19:21:17+00:00

Evaluation is currently the focus of renewed attention, involving crucial areas such as education, welfare, social planning and research. In a context characterised by the growing complexity of social phenomena, there is a strong need for tools that are capable not only of measuring but also of guiding change. In this scenario, evaluation is a living and dynamic practice, capable of generating learning and transformation.This thematic issue of Quaderni di Comunità, entitled “The Challenges and Opportunities of Evaluation: From Theory to Practice”, invites us to rethink evaluation as a strategic lever for innovating educational, social and institutional processes. Through theoretical contributions, field experiences and evaluation practices, it explores the transformative potential of evaluation, which, from a simple control tool, evolves into a participatory process capable of reading contexts, giving voice to actors, restoring meaning to policies and guiding decisions.

The use of evaluation in an iterative process to support planning: the case of the New Skills Fund

2025-05-14T07:42:46+00:00

The evaluation of the NOP SPAO 2014-2020, particularly the one on the interventions funded by the FNC, seems to suggest that program evaluation is more useful for decision-makers when integrated into an ongoing process. This paper aims to present the case and examine whether the enhanced effectiveness of public action can be attributed to the effective use of evaluation findings, which are based on a forward-looking approach that highlights success factors and governance ‘malfunctions’.

Evaluating Micro-Credentials in Europe & Southeast Asia

2025-05-14T07:20:30+00:00

The evolution of labour market demands, and technological advancements have driven the rise of micro-credentials as flexible alternatives to traditional higher education qualifications. Starting from policy analysis, stakeholder opinions, and best practices, this essay examines challenges and opportunities in the assessment of micro- credentials in Europe and Southeast Asia, highlighting the importance of promoting standardized definitions, quality assurance, and alignment between academia and industry.

Methodology for Designing and Creating Rubrics to Assess Competencies

2025-05-14T07:30:28+00:00

A methodology for designing holistic rubrics to assess competencies in a Mexican university (Tec21) is presented. It ensures standardized and reliable evaluations, emphasizing collaboration and adaptability in other contexts. The rubrics focus on key behaviors, enabling a comprehensive assessment of student performance. A glossary supports consistent interpretation and effective implementation after faculty training. The holistic and task-specific rubrics offer flexibility and promote fair, meaningful assessment practices.

Evaluation in the Face of Digital Transition Challenges: A Reflection based on the experience of mapping policies to fight child educational poverty.

2025-05-14T07:36:47+00:00

The digital transition is contributing to the availability of extensive information regarding public policies. However, the accessibility of such data is a necessary but not sufficient condition to activate processes of learning and enhance the effectiveness of interventions. Information overload does not necessarily translate into a real contribution to knowledge; it is essential that the information be systematized to provide a comprehensive view that enables understanding of where interventions are needed, to avoid the risk of duplicating similar actions. This paper explores the potential of the mapping tool, developed in 2024 to track measures aimed at combating child educational poverty in the regions of Piedmont, Liguria, and Aosta Valley, for: i) systematizing and analyzing the informational resources; ii) presenting and making this information accessible to policymakers and various stakeholders; iii) planning and evaluating interventions in this area of public policy.

Evaluation in projects combating educational poverty: challenges and strategies

2025-05-14T07:40:18+00:00

Reporting the results of publicly funded projects is crucial and requires clearly defined evaluation indicators. This approach is especially important in calls aimed at addressing complex and dynamic social phenomena. Based on an analysis of impact evaluation experiences from projects addressing Educational Poverty, the paper explores the challenges faced in evaluation research and offers reflections and potential recommendations for enhancing its effectiveness.

First outputs of the research project “Universitabile: survey on the social inclusion of students with disabilities and SLDs in the Roman university context”

2025-05-14T07:32:13+00:00

The proposal presents the results of the doctoral thesis “Universitabile,” with population students with disabilities and SLD enrolled in A.A. 2020-2021 at La Sapienza, Tor Vergata and RomaTre. The research aims, on the one hand, to explore and describe the factors that incidate the inclusion and university performance of young people with disabilities and SLD, and on the other hand, to analyze the role of study support services. Since the beginning of the 21st century, Italian universities have been increasingly plural places (Bolt and Penketh, 2016) and have to deal with diversity and the ways in which students with disabilities or DSA are included (Oliver and Barnes, 2010). Here we hypothesize that university policies may produce ambivalent effects (Piccone Stella, 2003). The investigation aims to assess how accessibility to facilities and quality of services contribute to physical and social inclusion, through the use of mixed methods (Mauceri, 2017).