ITALY ITALY ITALY. spotlight on VET. Education and training in figures. spotlight on VET. This Spotlight is based on input from ReferNet Italy.

ALY ALY Education and training in figures Learners in upper secondary education enrolled in vocational and general programmes % of all students in upper secondary education, 212 VOCIONAL GERAL 1 8 4.8 49.6 4..8 Further information 6 4 Cedefop (214). Vocational in Italy: short description. Luxembourg: Publications Office. www.cedefop.europa.eu//files/4132_en.pdf 66.9 86.8 7.3 9.2 4..4 2 44.2 13.2 ISCED B 6 CY 47. 44. EUROPE 22=4 4. 32. 38. 26.8 24.8 27.8 21.7 2 8.7 BE 6. 214 Italian EU Presidency.2 www.lavoro.gov.it Italian Ministry of Labour and Social Policies 3 2 E&T 22= 31.4 17.7 13.9 1.9 1.4 6.2 DK ISFOL; ReferNet Italy (214). L evoluzione del sistema di istruzione e formazione professionale in Italia [Development of the VET system in Italy]. http://bw.cilea.it/bwne2/opac.aspx?web=isfl&ids=1972 http://italia214.eu/en/ 3 ISFOL; ReferNet Italy (214). Developments of VET policies in Italy: contribution to the questionnaire on VET policy developments designed by Cedefop. Rome: ISFOL. http://bw.cilea.it/bwne2/opac.aspx?web=isfl&ids=1973 22.2 Source: Cedefop calculations based on Eurostat, labour force survey, date of extraction 1.214. 1 ISFOL (214). Istruzione e formazione professionale: una filiera professionalizzante (a.f. 212-13): rapporto di monitoraggio delle azioni formative realizzate nell ambito del diritto-dovere [Vocational education and training: a professionalising strand (212-13): monitoring report of training activities carried out under the right and duty to ]. Rome: ISFOL. http://isfoloa.isfol.it/bitstream/12346789/786//isfol_rapportoifp213_figprofessionale.pdf 28.1 21.3 17.3 17.9 26. ISFOL (212). First Italian referencing report to the European qualifications framework, EQF. Rome: ISFOL. I libri del Fondo sociale europeo; No 19. www.cnos-scuola.it/sites/default/files/eqf_en_.pdf 2.9 1.7 BG www.garanziagiovani.gov.it The youth guarantee www.istruzione.it Italian Ministry of Education, University and Research www.isfol.it Institute for the Development for Workers www.isfol.it/refernet-italia ReferNet Italy www.istat.it Italian National Institute of Statistics www.indire.it National Institute for Documentation, Innovation and Educational Research www.inps.it National Agency for Social Security www.statoregioni.it Italian State-regions conference www.tecnostruttura.it Regional structure for management of the European Social Fund www.italialavoro.it Technical agency promoting labour market policies www.censis.it Centre for studies on social investment 878 TI-2-14-737--N doi:1.281/8898 1 22 NIONAL TARGET. 4 3 ISCED A-6 Cedefop ReferNet Italy (212). VET in Europe: country report Italy. http://libserver.cedefop.europa.eu/vetelib/212/212_cr_.pdf Eurydice (214). Italy: overview. In: European Commission (ed.). Eurypedia. https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/italy:overview 33.1 Source: Eurostat, UOE data collection on education systems, date of extraction 3..214. Lifelong learning % of population aged -64 participating in over the four weeks prior to the survey, 213 24.7 Tertiary education by type % of 3-34 year-olds with tertiary education by type, 213 This Spotlight is based on input from ReferNet Italy. Source: Eurostat, labour force survey, date of extraction 1.214. Early leavers from % of early leavers from, 213 213 22 NIONAL TARGET 2 16. EUROPE 22=1 Europe 123, 7 1 Thessaloniki (Pylea), GREECE PO Box 22427, 1 2 Thessaloniki, GREECE Tel. +3 23149111, Fax +3 231492, E-mail: info@cedefop.europa.eu 1. 1 4. 3.7 HR 7.3 1.1 11.9 17. 23. Copyright (Cedefop), 214 All rights reserved. visit our portal www.cedefop.europa.eu Source: Eurostat labour force survey, date of extraction 1.214. EU-27. 978-92-896-164-6 ALY 214

VET in Italy In recent years, several reforms have been carried out to make vocational education and training (VET) more flexible and respond better to labour market needs. VET in Italy is characterised by multilevel governance with broad involvement of national, regional and local stakeholders. Ministries of Labour and Education define the general framework and policies. Regions and autonomous provinces are in charge of providing several vocational programmes and most apprenticeship-type schemes. Compulsory education lasts 1 years, up to age 16. To ensure young people do not leave without a qualification, they have the right/duty (diritto/dovere) to accomplish at least 12 years before they are 18. The choice between general education and VET is usually made at age 14. At upper secondary level, the following VET programmes are available: (a) five-year programmes at technical schools (istituti tecnici), to prepare for technical and administrative jobs, and at vocational schools (istituti professionali) to prepare for carrying out qualified tasks in the production industry (fields of national interest). They combine general education and VET. Graduates have access to higher education and acquire qualifications at EQF level 4; (b) three- to four-year VET programmes organised by the regions (istruzione e formazione professionale, IeFP). These modular programmes aim at developing basic, transversal and technical-occupational skills and include on-the-job training (especially internships). Learners can change areas of study through recognition of credits. Qualifications at EQF levels 3 and 4 are recognised nationally; (c) a three- to four-year apprenticeship-type scheme offers qualifications at EQF levels 3 and 4. Apprenticeship includes both on-the-job and classroom training. The minimum entry age is. At post-secondary level, there are several options which all include internships or traineeships: (a) IFTS programmes (istruzione e formazione tecnica superiore) leading to EQF level 4 offer higher technical for young people and adults; (b) S programmes (istituti tecnici superiori) leading to EQF level offer non-academic training at tertiary level in professional areas considered strategic for the country s development; (c) post-iefp and other programmes/courses, which provide theoretical, technical and managerial skills, also through practical work and offer regional qualifications. They usually cater for young unemployed people, migrants and disabled people. VET courses also exist at post-higher education level. Higher education and research apprenticeships (apprendistato di alta formazione e ricerca) enable 18 to 29 year-olds to acquire qualifications usually offered through school-based programmes at secondary, post-secondary and tertiary levels, including a doctoral degree (EQF levels 4 to 8). Professional apprenticeships (apprendistato professionalizzante o contratto di mestiere) offer qualifications provided for in collective-bargaining agreements to 18 to 29 year-olds. They last up to three years (five for the crafts sector). Workers affected by restructuring can participate in this scheme to (re)qualify. VET for adults is offered by a range of different public and private providers. This includes programmes leading to upper secondary VET qualifications to ensure that the low-skilled have progression opportunities. Continuing vocational training (CVT) to meet enterprise, sectoral and regional needs is supported by joint interprofessional funds managed by the social partners. For lifelong learning, training is also provided by free universities or universities for the third age, voluntary associations, NGOs, etc.

VET in Italy's system TERTIARY LEV CONTINUING TRAINING (outside the education system) ADULT LEARNING EQF 7 ISCED A EQF 8 PhD 3 years Integrated bachelor and master years ISCED 6 EQF 7 Master programmes ( ), 2 years EQF 6 Bachelor 3 years ISCED A EQF 8 Master level II ( ), 1-2 years ISCED A EQF 7 Master level I ( ), 1 year ISCED A Training provided and financed by the private sector EQF CVT for skills upgrade or new qualification, financed by regions and/or joint interprofessional funds IVET (Postsecondary, post-lefp and post HE), offered by regions Adult education for compulsory and upper secondary certificates, CPIA POST-SECONDARY LEV Higher technical programmes (S) ( ),WBL:3%, EQF 4 2-3 years ISCED B IFTS 1y, WBL:3% ISCED 4B 19+ 13+ SECONDARY LEV 19 13 EQF 4 EQF 4 18 17 16 12(*) 11 1 (*) 9 Upper secondary general years ISCED 3A Technical and vocational school years ISCED 3A/3B EQF 4 EQF 4 EQF 3 Regional VET (lefp), WBL:3%, 3-4 years ISCED 3C Apprenticeship for - EQF 3 year-olds, 3-4 years ISCED 3C 14 13 12 8 7 6 EQF 1 Lower secondary programmes, 3 years ISCED 2A AGE YEARS in E&T General education programmes VET programmes Also available to adults Officially recognised vocational qualifications Qualifications allowing access to the next educational level Giving access to tertiary education Admission by the assessment of competences (*) End of compulsory education (*) ( ) WBL Possible progression routes Right/duty to education for at least 12 years or until obtaining a vocational qualification Higher education and research apprenticeship possible in all these programmes Those entering directly after completion of lower secondary at, do not need an extra year in ISCED 3 level programmes Prior studies may be recognised affecting the duration of the programme Work-based learning, either at the workplace or a VET institution NB: ISCED 1997 was used on the chart. A chart using ISCED 211 is available in the Vocational in Italy: short description (Cedefop, 214). Source: Cedefop and ReferNet Italy.

ALY Distinctive features of VET In Italy, the term VET tends to be reserved for programmes primarily under the Ministry of Labour s and the regions and autonomous provinces remit, while technical and vocational school programmes are considered to be part of the education system under the Ministry of Education s remit. VET offered by the regions used to be very heterogeneous. To address this issue, the State-regions conference agreed on minimum standards (valid at national level). These are linked to national occupational profiles and the corresponding qualifications and programmes included in the qualifications register created in 211. This helped to make the wide variety of VET managed by the regions more transparent and more flexible, allowing learners to switch between different types of VET and from general education to VET (and vice versa) and preventing early leaving. Social partners have a general advisory role on VET at all levels, in particular shaping and regulating professional apprenticeships. They also promote company-level training plans, provide CVT and manage joint interprofessional funds, which finance learning in line with company needs and apprenticeships. Challenges/ policy developments Since the outbreak of the economic crisis, employment has decreased from 8.7 to.6% and is generally lower than the EU average across all age groups. Unemployment grew by almost six percentage points. Young people have been hit hardest, as their unemployment rate doubled since 28, reaching a staggering 4% in 213. The share of young people leaving early is steadily decreasing but still high. The country is characterised by regional disparities in terms of economic structure and labour market situation. Unemployment due to lack of jobs, in particular in the south, and skills shortages due to educational choices coexist. Low returns on do not encourage many people to update and upgrade their skills, although a right to training leave exists. Therefore, Italy s objective is to strengthen VET to support its enterprises and citizens. The recent policy package with its focus on the youth guarantee scheme and measures to reduce red tape for enterprises and promote interfirm cooperation reflect the need to link better with the labour market. Apprenticeship schemes are considered an important pillar of the youth guarantee. Support measures for young people and adults include a reform of the employment services, improved teacher and trainer development, stronger vocational guidance, a citizen s training logbook which resembles the European skills portfolio, and a legal framework for validating learning outcomes acquired in non-formal and informal contexts.