No. 1 (2026): Policies, Practices and Quality across Education, Training and Labour

Edited by Laura Eevangelista and Concetta Fonzo

In recent years, education, training and employment systems have undergone profound transformations, driven by the acceleration of digitalisation processes, the growing integration of policies at European and international level, and the emergence of new skills requirements in the workplace and society. In this context, quality takes on a central role, no longer limited to the measurement of outcomes, but extended to the coherence between objectives, content, methodologies and tools, as well as the ability to enhance the value of different learning contexts—formal, non-formal and informal—within an integrated and dynamic framework.

The current debate highlights how quality can serve as a guiding principle to steer innovation, support lifelong learning and strengthen the link between training, work and social development, fostering dialogue between theoretical approaches and empirical evidence. Within this framework, the importance of involving stakeholders in decision-making processes and quality assurance mechanisms becomes clear, helping to make educational policies more effective and legitimate. At the same time, transformations in the productive sectors require greater alignment between education systems, businesses and local areas, promoting work-based learning models and continuous training pathways capable of supporting digital and ecological transitions.

Technological innovations, particularly artificial intelligence, pose new ethical, pedagogical and social challenges, requiring an anthropocentric approach that maintains the centrality of the individual, promotes inclusion and ensures the responsible use of technologies. At the same time, the evolution of public policies highlights the need for multi-level governance systems capable of coordinating institutional and regional actors, whilst models for evaluating vocational training are moving towards a focus on continuous improvement. However, critical issues remain regarding regulatory fragmentation and the difficulties in recognising skills in transnational contexts, making it necessary to strengthen shared tools and common standards.

In this context, the processes of skills validation and certification take on particular importance, including through digital tools, which enable the recognition of learning acquired in non-formal contexts and the promotion of flexible pathways throughout the lifespan. Digital transformation also impacts organisational models, training practices and assessment processes, encouraging the use of data for more informed decisions and improvement strategies.

Overall, these dynamics highlight the need for a systemic rethinking of the relationships between education, work and society, adopting approaches capable of integrating innovation, inclusion and continuous learning. Quality and quality assurance are therefore dynamic and relational dimensions, geared towards creating value for individuals and communities, and play a strategic role in guiding equitable, sustainable and future-oriented development processes.