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Italy:Main Types of Provision

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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

CPIAs provide first level courses (divided into a first and a second teaching term) and literacy or Italian language pathways, while second level courses (divided into three teaching terms) are carried out by upper secondary schools providing technical, vocational or artistic pathways.

First level education pathways aim at obtaining the first cycle of education qualification and the certificate of basic competences acquired at the end of compulsory education. Literacy and Italian language learning pathways for adult foreigners aim at obtaining a certificate of Italian language knowledge (minimum level A2 of the Common European Framework of reference for languages developed by the Council of Europe). Finally, second level education pathways aim at obtaining certificates of technical, vocational or artistic education and are held, as already mentioned, by upper secondary schools providing these types of education. All pathways can be personalised according to Individual formative agreements upon recognition of the adult’s knowledge, formal, informal and non-formal competences. A specific board is in charge of activating – upon adult’s request – a three-step procedure  (identification, validation, certification) to define the Individual formative agreement.

The first step (identification) helps to identify and put in transparency the competences acquired by an adult in formal, non-formal and informal learning; the second step (evaluation) foresees the assessment of the acquisition of the adult’s competences in the above mentioned contexts. Finally, it is issued a certificate to acknowledge credits for the personalised pathway. In the third step, the specific board certificates the identified and assessed competences and assigns a number of credits which correspond to one or more competences required at the end of the pathway chosen by the adult. The Individual formative agreement formalises the personalised study path for the teaching term of the pathway chosen by the adult.

The following measures on workload and timetables are foreseen to meet the needs of learners:

  • welcoming and guidance activities aimed at the definition of an ‘Individual formative agreement’ for maximum 10% of the overall amount of hours;
  • acknowledgment of the credits acquired, of learners’ knowledge and competences formally, non-formally and informally acquired;
  • personalisation of the study path related to the level of the course, that can also be completed the subsequent year, according to the individual formative agreement;
  • overall learning hours equal to 70% of the amount foreseen for the mainstream courses of studies;
  • distance learning, corresponding to maximum 20% of the overall learning hours.

 


  1. Provision to Raise Achievement in Basic Skills

First level education pathways aim at the acquisition of first-cycle of education leaving certificate (first teaching term) and of the certification of basic competences expected to be acquired at the end of compulsory education. Such competences relate to activities and general subjects common to all study brunches of vocational and technical institutes. The learning outcomes of first-level education pathways refer to the following ‘cultural areas’: languages area, historical-social area, mathematical area, scientific-technological area. The learning outcomes expected at the end of the first cycle of education correspond, for each teaching term, to specific competences, knowledge and skills referring to the ‘cultural areas’.

First-level courses are open to people aged 18 and above, also non Italian citizens, who have not obtained the first-cycle of education leaving certificate or have not the basic competences expected to be acquired at the end of compulsory education; such courses are also open to people aged 16 and above without a first-cycle of education leaving certificate. For particular requirements and in exceptional cases, upon agreement between the Regional school office and the Region, also young people aged 15 can enroll in these courses.

At the end of the first teaching term it is necessary to have acquired 22 competences. This is an essential prerequisite to achieve the learning outcomes expected by the end of the second teaching term. The first-level pathways of the first teaching term include 400 hours of tuition.  For learners who have not acquired the primary education certificate, the overall tuition time can be increased of maximum 200 additional hours to let them acquire the primary-education basic competences.

At the end of the second teaching term it is necessary to have acquired 16 competences. The learning outcomes correspond to those expected at the end of the first common two years of the technical and vocational pathways (compulsory education). The first-level paths of the second teaching term have an overall tuition time of 825 hours dedicated to general subjects common to all study brunches of the vocational and technical institutes. Literacy and Italian language learning pathways for adult foreigners aim at issuing a certificate of Italian language knowledge not below level A2 of the Common European Framework of reference for languages developed by the Council of Europe.

The above mentioned courses are open to working-age non Italian citizens who have also obtained  educational qualifications in their countries of origin.


             2. Provision to Achieve a Recognised Qualification during Adulthood

Second-level education pathways aim at obtaining a technical, vocational or artistic upper secondary school leaving certificate. They are held in the educational institutes providing these brunches of study. Second-level technical and vocational pathways are divided into the following three teaching terms: the first term is aimed at obtaining the certificate required for the admission to the second two years of the technical or vocational pathway chosen by student; the second term is aimed at obtaining the certificate necessary for the admission to the last year of the technical or vocational pathway chosen by the student; the third term is aimed at obtaining the technical or vocational qualification for the study brunch chosen by the student.

Second-level courses are open to people aged 18 and above, including non Italian citizens, who have obtained the first-cycle of education leaving certificate; such courses are also open to people aged 16 and above, who already have obtained the first-cycle of education leaving certificate and demonstrate not to be able to attend day courses. Enrolment priority is given to adults who want to obtain a qualification at one level higher than that currently possessed; however, those who already have a second-cycle certificate can also enroll, if necessary, within the limit of the number of places available.


            3. Provision Targeting the Transition to the Labour Market

Training provided by CPIAs aims at meeting the requirements of the ongoing social, economic and professional changes through the acquisition of knowledge, skills and competences that can be capitalised in adults’ life. Such development of competences can determine a multiplicative effect with an impact on civic and social welfare increasing their access to the labour market. Interaction between labour market and education and training system actively engages public and private entities.

The public system of competences certification, grounded on codified international, national or regional classifications, together with the European Qualification Framework (EQF) and the European Credit System for Vocational Education and Training (ECVET), are the main reference tools for widening the educational offer.

The agreement for widening the educational offer can be made with the relevant departments of the Regions, with local authorities and/or public or private entities. It aims at widening and implementing the educational offer through  initiatives related to CPIA’s purposes linked to the cultural, social and economic context of its area.


            4. Provision of Liberal (Popular) Adult Education

The Regulation of the adult education reform includes also adult education pathways in Institutions of prevention and punishment; such pathways aim at re-educating prisoners to a civilised coexistence, to plan their own life projects, take responsibility for themselves and the society; education is an essential precondition for the promotion of the cultural and civic growth of prisoners and the basis for their professional, technical and cultural training. The pathways in the institutions of prevention and punishment should be planned in such a way to adequate the new organisation and teaching structure to these specific sites and users. Therefore, CPIAs and upper secondary institutes should accordingly adequate their provision for adults in prisons, in particular concerning  training demand, timetables and learning context. CPIAs and schools, as autonomous entities, can make specific agreements, for example, to promote staff professional development and training, set up educational workshops, enhance libraries, recovery, integration and support interventions for minors and adults also after their release from prison.


            5. Other Types of Publicly Subsidised Provision for Adult Learners

Other types of publicly funded adult education offer is not provided at national level.