Conference Program

The concept of lifelong learning is recognized at various levels as one of the key strategic levers for economic, social, and cultural development. For it to transform from an abstract construct into a real right, it must be supported by political will, organizational structures, and adequate operational tools. In this framework, territorial service networks represent the organizational form through which public administration is called upon to ensure equal opportunities for access to learning at every stage of life.

This study examines the organizational and relational dynamics of territorial service networks through the analysis of the relationships of a Provincial Centre for Adult Education (CPIA) and the Regional Network for Lifelong Learning (ReTAP) in Campania, investigating their capacity to promote lifelong learning and social inclusion through external connections.

Grounded in an interpretive and constructivist approach, the work adopts a meso-level perspective to analyze the shift from hierarchical "government" models toward networked forms of "governance" (Mayntz, 1999), characterized by multilevel coordination among public institutions, schools, labor market actors, and civil society organizations. Through network systems theory (Castells, 2000; Barabási, 2004) and studies on organizational cooperation between public bodies (Hjern & Porter, 1988), the research applies Social Network Analysis to identify the structure, density, and relational dynamics of the network, assessing the strength and significance of ties between institutional nodes.

Data were collected through semi-structured interviews guided by a questionnaire and analyzed using mixed methods, including Unfolding and Classification and Clustering of Preference Rankings techniques (Borg, Groenen & Mair, 2018).

The findings highlight both the potential and the critical limitations of networked governance in implementing lifelong learning policies at the regional and local level. The results contribute to the broader reflection on how public administration can build effective welfare networks capable of ensuring equal opportunities for access to learning throughout life, with particular attention to the most vulnerable adult populations and the strengthening of a culture of social inclusion.