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Italy:Validation of Non-formal and Informal Learning

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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


Law no. 92 of 28 June 2012 on ‘Provisions on a growth-oriented reform of the labour market’ provides for the first time an official definition of lifelong learning: “the term lifelong learning means all learning activity formally, non-formally and informally undertaken throughout life  with the aim of improving knowledge, skills  and  competences  in  a  personal,  civic,  social  and/or  employment-related  perspective”.

Formal learning is defined as learning that takes place in the education and training system, in universities and high level arts, music and dance education institutions; a certificate or a vocational qualification are obtained at the end, also through an apprenticeship. Non-formal learning is defined as an intentionally chosen learning that takes place outside the formal education and training system; it is  takes place in any organisation with educational and training purposes, also in voluntary bodies, national civil service organizations, organisations of the private social sector or enterprises. Informal learning is defined as a learning that takes place carrying out activities in every-day situations, at work, at home and in leisure time. Furthermore, law foresees the establishment of a national public system for the certification of competences based on minimum service standards and uniform throughout the country. ‘Certifiable competences’ are a structured combination of knowledge and skills recognisable also as formative credits, upon a special validation procedure for non-formal and informal learning. The certification of competences is defined as a public deed that ensures learning transparency and acknowledgment, consistently with the objectives set  by the European Union. A certificate, diploma or qualification formally attests that assessment and validation have been carried out by a public institution or an authorised subject.

Law no. 92/2012 has been implemented through decree no. 13/2013 providing general rules on the national system for competences certification. The decree makes the new National system for competences certification operational; it aims at increasing not only the professional competences acquired at work, but also those acquired in leisure time in order to promote mobility, foster the meeting together of demand and supply in the labour market, increase learning transparency and the relevance of certifications at national and European level.

An innovative aspect of the new adult education system, that contributes to promote the national lifelong learning policies, is the promotion of the cultural heritage and the professional experience of the individual. The introduction of the Individual formative agreement allows for the acknowledgement of the adult’s knowledge, formal, informal and non-formal competences.

The agreement is signed by the adult, the specific relevant board and the head of CPIA  and – for learners of the second level pathways – also by the school head of the upper secondary school. The Individual formative agreement fomalises the personalised study pathway related to the teaching term of the path chosen by the adult at the time of enrolment. The Certificate for the recognition of credits is annexed to the Agreement for the personalisation of the pathway. The Agreement is a useful to start the implementation process of the national system of competences certification.