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Italy:Other Dimensions of Internationalisation 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

Global and Intercultural Dimension in Curriculum Development

Curricula of the pre-primary, primary and lower secondary levels include the European and international dimension. 

The new national guidelines on the curriculum for the pre-primary and the first cycle of education take as a reference the framework of key competences for lifelong learning defined by the European Parliament and the Council of the Union (Recommendation of 18 December 2006).

The recent reform of the second cycle of education has also put the European framework before the relevant school curricula reorganisation. In particular, the 2006 Recommendation on key competencies and the Recommendation of the Parliament and the Council of 2008 on the European Qualification Framework for lifelong learning (EQF).

More specifically, the European Union framework is included in the introduction of the guidelines for the reorganisation of technical and vocational institutes. Therefore, the renewal of such pathways should take into account the European co-operation for the establishment of a shared technical-vocational education and training system (VET).

On the other hand, the Educational, cultural and professional profile (Pecup) of Licei, annexed to the national guidelines for the curriculum, indicates the following learning outcomes for the historical-humanistic area of all Licei, with particular reference to the intercultural dimension:

  • Knowledge of the cultural background and the nature of the political, legal, social and economic institutions in Italy and Europe, and to understand the citizens’ rights and duties;
  • Knowledge of the Italian history within the wider framework of European and international history, in particular concerning events, geographic contexts and the most important personalities.
  • Knowledge of the key elements of the Italian and European culture, as well as of the literary, artistic, philosophical and religious traditions, through the study of the most relevant works, authors and thought tendencies, and acquisition of the necessary tools to  compare them with other cultures and traditions.
  • Knowledge of the typical aspects of cultures and civilizations of the countries corresponding to the studied foreign languages.

Partnership and Networks

In the framework of the National initiative ‘Europe of Education’, some schools with a relevant experience in the foreign language sector have been identified in collaboration with the Regional school offices and the territorial intervention nuclei. These schools, in accordance with the 2004-2006 Action Plan for foreign languages and the European Commission working document “Report on the implementation of the action plan: Promoting languages learning and linguistic diversity”, gave rise to the thematic network called ”More languages - More Europe” aimed at joining all synergies throughout Italy to promote multilingualism.