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Italy:Organisation of Post-Secondary Non-Tertiary 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

The post-secondary level offers two types of courses: courses belonging to the Higher technical education and training system (Istruzione e formazione tecnica superiore - IFTS) and courses organised within the vocational training system managed by the Regions ‘post diploma/post qualification’.

The Higher technical education and training (IFTS) courses aim mainly to develop professional specialisations and to meet the requirements of the labour market, both in the public and private sectors. They represent a further step of vocational and technical upper secondary school education as well as of regional three-year vocational education and training.

Regional post diploma/post qualification courses (or ‘second level’ courses) are short vocational training courses addressed to those who already hold a qualification obtained either in the regional or in the State vocational training system. They are organised with funds coming from the European Social Fund and aim at the acquisition of high-level theoretical, technical and managerial skills, also through practical work and stages in enterprises.

Types of Institutions

Higher Technical Education and Training System (IFTS)

Four types of providers, formally associated also in the form of a consortium, organise and offer IFTS courses: a school, a vocational training institute, a university, an enterprise or another public or private subject.

Regional Post-Diploma/Post-Qualification Courses

Courses are organised by training agencies accredited by the Regions.

Geographical accessibility

Higher Technical Education and Training System (IFTS)

Higher technical education and training is available nationwide.

Regional Post-Diploma/Post-Qualification Courses

The presence of training agencies offering regional vocational and training courses is not homogeneous in the national territory.

Admission requirements and choice of school

Higher Technical Education and Training System (IFTS)

The following subjects can access IFTS courses: anyone (adults included) holding an upper secondary education leaving certificate or a vocational diploma obtained in the regional vocational education and training system; anyone admitted to the fifth year of liceo and those who do not hold any upper secondary certification. These latter are required to hold a certification of competences acquired through previous training and working experiences undergone after compulsory education.

Regional Post-Diploma/Post-Qualification Courses

Those holding an upper secondary school leaving certificate or a first-level qualification can enrol in post-diploma/post-qualification courses.

Often, students undergo a selective procedure, which may include entrance tests as well as interviews; sometimes,  a specific upper secondary school certificate or a previous specific working experience is required.

Age level and grouping of pupils

Higher Technical Education and Training System (IFTS)

Young people and adults can enrol in IFTS courses. Courses are not organised according to learners’ age.

Regional Post-Diploma/Post-Qualification Courses

Classes are not organised according to learners’ age. Learners are grouped according to specific conditions required by the course announcement (e.g. being unemployed, holding a specific qualification).

Specialisation of studies

Higher Technical Education and Training System (IFTS)

IFTS courses are offered in 20 specialisations established at national level and corresponding to 5 professional areas. Specialisations and the relevant standards are revised every third year by the State/Regions Unified Conference.

Regions plan IFTS courses, within their own exclusive competences, adapting specialisations and minimum standards to the needs of specific productive fields.
The national specialisations and the relevant professional areas are:

Professional area
Specialisation


Manifacture and handicraft
Technics for made in Italy handicraft products
Mechanics, plants and buildings

Technics for industrial design

Technics of industrialisation of products and processes

Technics for production planning and logistics

Technics of installation and maintenance of civic and industrial plants

Technics of environmental security systems and quality of industrial processes

Technics of monitoring and management of the territory and the environment

Technics of maintenance, repair and testing of diagnostic devices

Technics of organisation and management of a building yard

Technics for innovative building

Culture, information and ICT

Technics for the security of networks and systems

Technics for the design and development of computer applications

Technics for the integration of systems and TLC equipment

Technics for the design and management of databases

Technics of medical data processing

Technics of multi-media production

Technics of set design

Business services
Technics for the economic-financial administration
Turism and sport

Technics of design of craft processes and food processing with typical local and traditional food products

Technics for the promotion of products and touristic services with attention to local resources, opportunities and events

Source: Inter-ministerial decree of 7 February 2013

Regional Post-Diploma/Post-Qualification Courses

Course are job-oriented and should meet the requests coming from the labour market at local level. Courses duration goes from 400 to 600-800 hours and lead to a regional qualification corresponding to specific professional areas. Professional areas are not listed in a national register.

Organisation of school time

Higher Technical Education and Training System (IFTS)

IFTS courses last 2 semesters, for a total of 800/1000 hours.

Given the great variety of courses and their flexible organization, it is not possible to give information on the timetable, which is defined specifically for each course.

Regional Post-Diploma/Post-Qualification Courses

Courses usually last one year, more rarely two years. A minimum attendance corresponding to 2/3 of the overall timetable is necessary for the admission to the final exam. Courses are organised on modules or units corresponding to a specific topic or to the acquisition of specific competences.

Timetables are organised at regional and local level and subsequently defined by the training agency providing the course (e.g. lessons grouped in a few weeks or distributed throughout the year).