The Measure of Merit. Learning Outcomes and the Neoliberal Education Paradigm in Italy through the Lives of People in Education

In recent decades, the relevance of learning outcomes (LOs) – particularly in their quantitative form – has increased across the EU, shaping education policies in several countries, Italy included (Landri 2014; Giancola, Salmieri 2022). This trend developed in parallel with the rise of a neoliberal paradigm in education (Grimaldi 2013). This shift is particularly evident in two interconnected dynamics: the emphasis on a “meritocratic” discourse and the push to categorise learners by achievement levels – two key components of the neoliberal education paradigm (Mijs 2016; Robertson, Nestore 2022). Quantitatively assessed LOs thus become an ostensibly objective “measure of merit,” applied to learners as well as teachers and schools more broadly. Yet, despite this approach becoming increasingly hegemonic, it also stands in opposition to earlier, more inclusive paradigms, potentially creating tensions and ambiguities within the education system.

Building on this premise, this paper draws on research conducted as part of the Horizon 2020 CLEAR project, focusing on the social construction of LOs in Europe and their impact on learners’ trajectories. With specific reference to the Italian context, the paper addresses two key questions: a) how LOs are constructed and interpreted amidst the contested rise of the neoliberal education paradigm; and b) how young people navigate this stratifying yet ambiguous education landscape. To this end, the paper first uses document analysis of policy documents and programme descriptions, and an expert survey involving around 100 national education stakeholders (comparing them with respondents from other EU countries), centred on the construction of LOs and broader trends in education. It then examines learners’ direct experiences through semi-structured interviews with youth and key education and training professionals in an area in central Italy, characterized by differentiated urban and labour market conditions. Interviews adopt a Life Course perspective, examining significant transitions in learners’ lives.