This contribution contextualizes the relationship between fragility and education in the light of people’s changing conditions and perspectives, and their impact on educational processes, focusing in particular on the consequences of the outbreak of the Covid-19 pandemic. By doing so, it introduces this focus, illustrates its coherence, and explains the basic methodological choice, namely the adoption of the Systematic Review, to explore different aspects of the relationship between fragility and education.

In this article the author examine the type of mobilization processes that occur via interactions between the UNESCO and other political actors, and how these processes led to the creation of standard-setting and monitoring instruments, like the Belèm Framework for Action (UNESCO 2009) and the Global Report on Adult Learning and Education (UIL 2003, 2013). The findings point at three concurrent processes or modes of mobilization in adult education: landmarking, brokering and framing. Landmarking refers to the process of co-constructing a (...) shared past for a broad set of actors with policy will in adult education; Brokering captures the process of supporting the transaction of values, ideas and information to envision a viable future for adult education; finally framing addresses the structuring of information and intentions to produce materials changes at governmental level in the field of adult education. Drawing on different data sources, for each mode the author present and discuss few of its incidences and visible marks. (shrink)

This article presents and discusses the results of a systematic review on the role of schools in enhancing students’ civic engagement through collaboration with community. Based on the analysis of 21 selected studies, the authors inductively identified the main educational practices aimed at improving civic engagement. The results show that these practices are aimed primarily at school-age students, and only to a limited extent to adult students, as well as that they mostly involve the ‘local’ more than the ‘global’ community. (...) Albeit derived from studies conducted with different methods and purposes, the results also allow some general considerations on the definition of civic engagament, the effects of educational practices on students’ civic engagement and the factors that facilitate the effectiveness of such practices. (shrink)