Editorial

Abstract

In recent years, education, training and employment systems have undergone profound transformations, driven by the acceleration of digitalisation processes, the increasing coordination of public policies at European and international level, and the emergence of new demands for skills in productive and social contexts. Against this backdrop, quality plays a crucial role in understanding and managing these changes. It is no longer limited to assessing the effectiveness of immediately measurable outcomes, but involves a broader reflection on the coherence between objectives, content, methodologies and tools. At the same time, it requires consideration of the capacity of education systems and public policies to recognise and value the various learning contexts – formal, non-formal and informal – within an integrated and dynamic framework.