000			02796nab a2200265 a 4500
005			20210219162743.0
008			991125s1985 mx 000 0 spa u
035			_aUPN01000209975
049			_aART
100	1		_aFrontini, Sara
100	1		_aPsifidou, Irene
100	1		_urena.psifidou@cedefop.europa.eu
222		0	_aBORDON : REVISTA DE PEDAGOGIA
245	0	0	_aEducation and training governance trhough learning outcomes : _bpossibilities and constraints in Italy
260			_aMadrid, España
300			_a149-164
362	0		_a2015 Volumen 67, número 1, enero-marzo
520	3		_aIn the last years, the shift to learning outcomes, within the European lifelong learning strategies has represented a policy priority for many countries in Europe. Both governments and key stakeholders agree on the importance of learning outcomes as a part of an innovative and effective approach to teaching and learning emphasizing the knowledge, skills and competences acquired at the end of a learning process. METHOD. The present paper discusses the development of policies on learning outcomes within the European scenario, focusing mainly on the Italian case. Specifically, it has a twofold aim: first, to provide a general overview of the European political consensus on the learning outcomes approach and to present the diverse interpretations of European policies at national level; and second, to reflect upon possibilities and constraints connected to the implementation of learning outcomes in Italy. RESULTS. Taking into account characteristics of the current Italian education and training system being discussed in the present paper, the introduction of a learning outcomes approach in the design of curricula, qualifications and certification system reveals its strengths and weaknesses during the implementation process. The findings show that Italy is an example of merge combinations of new ambitions and old constraints, where new positive effects derived from a learning outcomes approach have to face previous structural, methodological and political issues. The regional diversities, the complicated relation between the State and the Regions, and the different stages of development of the last are some representative examples of the drawbacks which have complicated the successful implementation of the planned goals. DISCUSSION. The Italian case can thus be useful to reflect upon general differences and particular issues that characterize member states in the fulfilment of common objectives and Europe
653	0		_aGOBERNANZA
653	0		_aESTRATEGIAS DE APRENDIZAJE
653	0		_aCOMPETENCIAS
653	0		_aITALIA
856	4		_ufile:///C:/Users/Familiar/Downloads/Dialnet-EducationAndTrainingGovernanceTrhoughLearningOutco-4907520.pdf
905			_aArticulo
999			_c182076 _d182076