The aim of this paper is to illustrate the most significant findings of a research project on life long learning policies carried out in a local context that has investigated the quality of training and of transitions between school and work. The data show that the outcomes of training and transitions into work are inextricably linked; however those phenomena occur into a space of blurred boundaries. Therefore we have to shift the focus from the formal inclusion in school and at work towards the quality of this inclusion (referred to the stratification of the educational system, non standard careers and failure at school, job insecurity, ect.) in order to analyze the multi-dimensionality that characterizes capability and agency.
Keywords: Lifelong learning policies, training, transitions into work, inequality, conversion factors, capability