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After the recent approval by the Prime Minister with a Decree on teacher training for secondary school, Italian Universities should be able to start the new courses provided by the law. However, there are still some critical issues, especially at the organizational level. Beginning with a detailed analysis of the decree, the essay identifies some problematic points: the expected timeline; the traineeship management; the establishment and the management of the Centers. Finally, a broader reflection on the function of Pedagogy in the national academic system is proposed and related to the training requests of the last period. [ABSTRACT FROM AUTHOR]

This essay intends to identify the theoretical justification that inspired the current Learning Cities and Educating Cities movements. In addition to the obvious references to Unesco’s major reports on education for their centring of the educational community and lifelong learning (especially the Faure Report of 1972 and the Delors Report of 1996), we offer two theoretical perspectives by Italian scholars that, when re-read from a distance time, bear witness to the creation of significant prerequisites for the founding principles of Learning Cities: namely, the “architecture of participation”, concept developed by urban planner Giancarlo De Carlo at the beginning of the Seventies and the “Integrated Education System” paradigm introduced by Franco Frabboni starting in the Eighties. [ABSTRACT FROM AUTHOR]