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Italy:Guidance and Counselling in Early Childhood and School Education

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Overview Italy

Contents

Italy:Political, Social and Economic Background and Trends

Italy:Historical Development

Italy:Main Executive and Legislative Bodies

Italy:Population: Demographic Situation, Languages and Religions

Italy:Political and Economic Situation

Italy:Organisation and Governance

Italy:Fundamental Principles and National Policies

Italy:Lifelong Learning Strategy

Italy:Organisation of the Education System and of its Structure

Italy:Organisation of Private Education

Italy:National Qualifications Framework

Italy:Administration and Governance at Central and/or Regional Level

Italy:Administration and Governance at Local and/or Institutional Level

Italy:Statistics on Organisation and Governance

Italy:Funding in Education

Italy:Early Childhood and School Education Funding

Italy:Higher Education Funding

Italy:Adult Education and Training Funding

Italy:Early Childhood Education and Care

Italy:Organisation of Programmes for Children under 2-3 years

Italy:Teaching and Learning in Programmes for Children under 2-3 years

Italy:Assessment in Programmes for Children under 2-3 years

Italy:Organisation of Programmes for Children over 2-3 years

Italy:Teaching and Learning in Programmes for Children over 2-3 years

Italy:Assessment in Programmes for Children over 2-3 years

Italy:Organisational Variations and Alternative Structures in Early Childhood Education and Care

Italy:Primary Education

Italy:Organisation of Primary Education

Italy:Teaching and Learning in Primary Education

Italy:Assessment in Primary Education

Italy:Organisational Variations and Alternative Structures in Primary Education

Italy:Secondary and Post-Secondary Non-Tertiary Education

Italy:Organisation of General Lower Secondary Education

Italy:Teaching and Learning in General Lower Secondary Education

Italy:Assessment in General Lower Secondary Education

Italy:Organisation of General Upper Secondary Education

Italy:Teaching and Learning in General Upper Secondary Education

Italy:Assessment in General Upper Secondary Education

Italy:Organisation of Vocational Upper Secondary Education

Italy:Teaching and Learning in Vocational Upper Secondary Education

Italy:Assessment in Vocational Upper Secondary Education

Italy:Organisation of Post-Secondary Non-Tertiary Education

Italy:Teaching and Learning in Post-Secondary Non-Tertiary Education

Italy:Assessment in Post-Secondary Non-Tertiary Education

Italy:Higher Education

Italy:Types of Higher Education Institutions

Italy:First Cycle Programmes

Italy:Bachelor

Italy:Short-Cycle Higher Education

Italy:Second Cycle Programmes

Italy:Programmes outside the Bachelor and Master Structure

Italy:Third Cycle (PhD) Programmes

Italy:Adult Education and Training

Italy:Distribution of Responsibilities

Italy:Developments and Current Policy Priorities

Italy:Main Providers

Italy:Main Types of Provision

Italy:Validation of Non-formal and Informal Learning

Italy:Teachers and Education Staff

Italy:Initial Education for Teachers Working in Early Childhood and School Education

Italy:Conditions of Service for Teachers Working in Early Childhood and School Education

Italy:Continuing Professional Development for Teachers Working in Early Childhood and School Education

Italy:Initial Education for Academic Staff in Higher Education

Italy:Conditions of Service for Academic Staff Working in Higher Education

Italy:Continuing Professional Development for Academic Staff Working in Higher Education

Italy:Initial Education for Teachers and Trainers Working in Adult Education and Training

Italy:Conditions of Service for Teachers and Trainers Working in Adult Education and Training

Italy:Continuing Professional Development for Teachers and Trainers Working in Adult Education and Training

Italy:Management and Other Education Staff

Italy:Management Staff for Early Childhood and School Education

Italy:Staff Involved in Monitoring Educational Quality for Early Childhood and School Education

Italy:Education Staff Responsible for Guidance in Early Childhood and School Education

Italy:Other Education Staff or Staff Working with Schools

Italy:Management Staff for Higher Education

Italy:Other Education Staff or Staff Working in Higher Education

Italy:Management Staff Working in Adult Education and Training

Italy:Other Education Staff or Staff Working in Adult Education and Training

Italy:Quality Assurance

Italy:Quality Assurance in Early Childhood and School Education

Italy:Quality Assurance in Higher Education

Italy:Quality Assurance in Adult Education and Training

Italy:Educational Support and Guidance

Italy:Special Education Needs Provision within Mainstream Education

Italy:Separate Special Education Needs Provision in Early Childhood and School Education

Italy:Support Measures for Learners in Early Childhood and School Education

Italy:Guidance and Counselling in Early Childhood and School Education

Italy:Support Measures for Learners in Higher Education

Italy:Guidance and Counselling in Higher Education

Italy:Support Measures for Learners in Adult Education and Training

Italy:Guidance and Counselling in a Lifelong Learning Approach

Italy:Mobility and Internationalisation

Italy:Mobility in Early Childhood and School Education

Italy:Mobility in Higher Education

Italy:Mobility in Adult Education and Training

Italy:Other Dimensions of Internationalisation in Early Childhood and School Education

Italy:Other Dimensions of Internationalisation in Higher Education

Italy:Other Dimensions of Internationalisation in Adult Education and Training

Italy:Bilateral Agreements and Worldwide Cooperation

Italy:Ongoing Reforms and Policy Developments

Italy:National Reforms in Early Childhood Education and Care

Italy:National Reforms in School Education

Italy:National Reforms in Vocational Education and Training and Adult Learning

Italy:National Reforms in Higher Education

Italy:National Reforms related to Transversal Skills and Employability

Italy:European Perspective

Italy:Legislation

Italy:Glossary

Academic Guidance

Guidance falls within the fundamental tasks of schools in general. All the legislation in force regulating the education system refers to guidance and to the role of schools.

National guidelines for the curriculum of 2012, underline that schools have a fundamental educative and guiding role by providing pupils with the opportunity to acquire consciousness of their own potentials and resources to plan experiences and to verify the results obtained. The school in general has a guiding role because it prepares pupils for taking decisions; in particular, the first cycle of education guides pupils towards their further studies at upper secondary level.

Upper secondary education assure links with universities and HEIs through specific guiding paths and self-evaluation of competences. Such activities are part of the Plan for the educational offer (POF) of each school, as well as of the Annual plan for CPD of teachers. Upper secondary schools and HEI sign specific agreements for the planning, the implementation and the evaluation of initiatives, involving also other bodies, associations, enterprises and representatives of the working and professional world.

Guidance activities are included in the last grade of the upper secondary education curriculum using time and organisational flexibility of schools.
In the National guidelines for lifelong guidance of 2014, the Ministry of education, beside confirming the contents of the previous guidelines of 2009, suggests a new model of guidance that assures lifelong support in the challenging moments of life and fosters employability, social inclusion and growth. This model starts from the central role of the education system as a whole, as the only place where a young person acquires and strengthens basic and transversal competences, necessary to develop her/his own identity, autonomy and decisions.

In this context, schools have the central role in the guidance processes and has the task of developing basic guiding competences and key competences of citizenship and to accompany youngsters in ‘using and exploiting what acquired at school to build their own life experience and to make necessary decisions’. Guidelines also specify that, in difficult cases, the involvement of experts and external persons with professional competences is necessary to accompany students in the transition from school to work for a full working inclusion. 

The Ministry of education has provided students and all subjects involved in guidance with a portal dedicated to guidance towards upper secondary and post-secondary education.

Psychological Guidance

Psychological guidance and support is not mandatory for schools. However, many schools provide a psychological service.

Career Guidance

Career guidance at school aims at providing students with the necessary information on work and professional fields, with the opportunity of participating in laboratories in the technology and sciences sectors, of experiencing university life and new methods of studying and working also through specific initiatives in Italian and European universities.

As for regional education and training courses (IeFP), the principal centres with responsibility for offering guidance to young people and adults in the labour market, also directing them to vocational training courses, are the 'Territorial employment services'. These centres are organised at provincial level and they have many local branches that operate within the framework of active employment policies defined at regional level. The employment services provide information and guidance on the opportunities for training and work in the territory. In fact, they are also responsible for mediating between the demand and supply of jobs. The role of the employment services is particularly important in the case of young people who have not attained the diritto/dovere to education and training: in fact, they also manage the register based on training status of young people and provide information, guidance and tutoring in order to control the phenomenon of dispersion.

In addition to the employment services, within many vocational training agencies there is also a guidance service that helps young people to choose among the course options and helps them to join the job market at the end of the course.

Guidance to the labour market is also included in the curriculum of three-year vocational courses and it is carried out by teachers: throughout the course, an amount of hours is destined to guidance activities in order to detect problems deriving from students' choices, or to prevent drop-outs, etc. in the third year, a specific amount of time is destined to activities which help the student to enter the labour market by providing him/her with competences and skills, for example on how to make a research for a suitable job, how to answer an interview or how to draw up a correct curriculum vitae.

A specific module focusing on orientation to the labour market is often included also in regional post-secondary vocational courses.

Legislative references

Legislative Decree, 14 January 2008, no. 21 (guidance towards HE)

Legislative Decree 14 January 2008, no. 22 (career guidance)

Circular letter no. 43/2009 (national guidelines on lifelong guidance)

Letter no. 4232/2014 (national guidelines on lifelong guidance)