Process evaluation in the school system between governance needs and relationship with stakeholders

In the current educational context, characterized by school autonomy, the importance attributed to evaluation is growing; hence the need to identify ways of structuring learning paths capable of improving the outcomes of project interventions. The centrality of a reflection that interests the evaluation of the efficiency and effectiveness of the education and training system emerges, analyzing the process of integration and balancing, defined through external evaluation and internal self-evaluation of the school. In this discussion, therefore, similar prospects for intervention are analyzed, highlighting how the interlocutors interested in what the organization does (stakeholders) are organic to a pedagogical culture of evaluation, engaged in the search for effective responses to the educational challenges posed by a complex, pluralist and intercultural, through the development of organizational and didactic models capable of verifying the quality of the training process.