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This paper is based on a discussion developed by one of the thematic working groups at the Biennial International Workshop Advances in Energy Studies (BIWAES) 2017 hold in Naples, Italy. The topic was the role of technology in energy transition and global problems. Owing to the heterogeneity of the participants in the working group, different viewpoints were put together, leading to some shared conclusions. In particular, the role played by the different narratives used in discussing the role of technology in facing global problems was pointed out as the origin of cognitive dissonance. The presented reflections address some conceptual weaknesses in the current debate on technology and global issues, framed in global policies that appear incapable to obtain tangible results. The technology optimism seems, in fact, to be based on the elusive use of both the concepts of technology and sustainability, that are put together for narrative purposes without an explicit conceptual assessment. On one hand, the factual role of technology and its beneficiary are almost never clearly addressed in the debate. On the other hand, the fact that any new technology will serve the cause of sustainability is not questioned whatsoever, without taking into account the social, political and ethical framework in which technology is supposed to be operated. • Thematic working groups at the BIWAES 2017 Conference. • Conceptual weaknesses in the current debate on technology are addressed. • The questions "Technology for what?" and "Technology for whom?" are mandatory. • There is a strong need for a correct contextualization of technology debate. • A shared and openly-described narrative is mandatory. [ABSTRACT FROM AUTHOR]

Abstract: Over the period 1995–1998 Italy experienced an expansion of its higher education supply with the aim of reducing regional differences in educational attainment. This paper evaluates the effects of this policy on enrolment, drop out and academic performance. The paper combines differences across provinces in the number of campuses constructed with differences across cohorts of secondary school leavers. Findings suggest that enrollment rose, particularly among middle ability individuals from less favorable backgrounds, as well as the probability of being retained in the university system. The decline in passed exams, especially experienced in Southern regions, casts doubts on the policy effectiveness in reducing regional disparities. [Copyright &y& Elsevier]

Abstract: In 2001 the Italian tertiary education system embarked in a broad process of reform. The main novelty brought by the reform was a reduction of the length of study to get a first level degree together with the introduction of a two-years, second level, master degree. This paper aims at studying the effects of the reform in terms of fairness. To this end, we first define fairness criteria following a well developed theory of equality of opportunity, we then discuss existing inequality measures consistent with these criteria, we show their relationship, and adapt them to the educational framework. We finally employ this set of measures to show the evolution of fairness in the access to university in Italy before and after the reform. Although not all fairness measures we estimated show a higher degree of fairness after the reform, the large majority does, suggesting a positive effect of the reform under a vast range of possible definitions of fairness. [Copyright &y& Elsevier]