Abstract

The institutional adult education scenario in Italy has recently been re-organized by the Ministry of Education. Space and time of this new system have been radically transformed, defining a new pedagogical model for adult education, strongly influenced by new technologies and European policies for upskilling pathways. Shifting the law in educational management measures and practices, a field study was designed to give voice to the principle actors in this process: teachers and head teachers. Data have been tracked from the field and network of adult education schools in Italy (CPIA) through three focus groups. At the same time upskilling pathways defined at a European level track priority considering vulnerable groups. According to this purpose the re-organization of adult education in Italy demands not only political decisions, organizational choices but pedagogical statements capable of guiding and defining the model of adult education in different geographical areas and with different assets and audience. This paper means taking up a challenge in creating a balance among the ongoing re-organization and the risks/possibilities of addressing vulnerable groups such as prisoners by introducing e-learning opportunities.