Education, evolution of welfare measures and new inequalities

The European social model, in crisis in its original configuration, is taking on new forms in response to the risks to which citizens are and will be exposed (Beck, 1999) in the economy and in the knowledge society (Foray 2006; UNESCO 2005). These changes are largely attributable to the global economy (Bauman 2001; Gallino 2000), to the increasingly competitive and deregulated market trends, and to the implications of the digital revolution that is redefining the nature of work and social relations. In 2009, the Council of the European Union, through the communication A strategic framework for European cooperation in education and training (ET 2020)1 , stated that “Education and training have a crucial role to play in meeting the many socio-economic, demographic, environmental and technological challenges facing Europe and its citizens today and, in the years, ahead”. This recognition marks a crucial point (Ranci, 2004; Naldini, 2006; Paci, 2007; Margiotta, 2011) as it highlights how education and training no longer concern only the individual sphere but are increasingly becoming fundamental pillars for ensuring social cohesion and sustainable economic development.