La progettazione pedagogica. Tra economia del capitale umano e partecipazione degli stakeholder

Is the ambition, inherent to the theory of education of an articulate reflexion on the issue of governance of the organisational changes in the perspective of human capital development realistic? The debates in the last ten years in Italy offer a multiplicity of arguments to sustain the hypothesis that the investment on pedagogical planning correspond to an increase of values for the environment and for the participation of stakeholders. The diversity of cultural orientations and of methological approaches, with regard to educational programming and training within the societies of knowledge and learning, with reference to the theories of organization and within the research schemes on the community of practices in the frame of social pedagogy, highlight the necessity of the presence of an indispensable source of reflection and of strategically elaborated planning.