ITALIAN EDUCATION SYSTEM
Italian education system Current educational laws fall within the framework of the old Constitution of the Italian Republic of 1948. Such Constitution sets forth principles which are still in force, such as the responsibility of the State to ensure education for children and the young without making any distinction whatsoever, the right to university, academic freedom, access to education for the disabled and vulnerable sectors, autonomy of upper education institutions, among others. In other words, the State is responsible for generating the necessary conditions to ensure access to education based on the principle of equality of opportunities for all its citizens, offering a state-managed school system that complies with such obligation. The education received by a person from his or her childhood until university is the responsibility of the Ministry of Education, Universities and Research (MUIR), while at local level, it is in charge of Regional Educational Offices that, in turn, may delegate certain responsibilities to the respective Councils and Communities. In this context, one of the purposes of the MUIR jointly with the National Council of Education is to establish minimum educational aspects on teaching for the entire system in order to create a common and equal education system for all of the Italian citizens without regard to their place of residence. Therefore, the contents, curricula and validity of degrees awarded by the education system, among others, are determined by such Institutions. At present, the following types of schools may be found in Italy, namely: State schools, directly managed by the State; Semi-private schools (escuelas concertadas) (paritarie), managed by entities and individuals, but recognized by the State since 2000 , and therefor, licensed to award valid degrees. They are part of the national schooling system. Strictly private schools: they are not licensed to award valid degrees and they are supervised by the educational authority of the relevant Region. It is the obligation of the State to ensure an equal treatment among non-state managed schools as compared to statemanaged ones. In this regard, the State is in charge of fixing responsibilities and obligations to achieve equality and must ensure that the former have full freedom to act and that their students receive a treatment equal to that received at state-run schools.
EDUCATIONAL COMPETENCES
In its origin , and under the rules of the Casati Law of 1859, the Italian education system had a strong bias centralized in the power of the government then in office, but since the end of the 90’s and beginning of the XXI century, there has been a school decentralization process that provides schools with autonomy in terms of organization and administration, research, financing, development and teaching matters. This event falls within the legal framework of the so-called Bassanini Laws, in particular, that dated March 8, 1999.
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In this sense, schools as educational institutions started to have significant relevance within the education system due to their independence. Anyway, they have to work hand in hand with the central power , the Councils, the Province or Region where it is located, individuals, civil organizations, etc. in pursuit of ensuring quality education through this network of educational institutions. Thus, we distinguish a three-level schooling organization: Schools, local Entities and finally, the central power.
ACADEMIC STRUCTURE The promulgation of Law No. 53/2003 resulted in a material change within the Italian education system. Such law provides an education system organized in three stages, the two first of which have become effective and the last one is being implemented. These stages are: Infant or (pre-school) education with a term of duration of three years for 3-year old children onwards. A first cycle composed of primary school and first-level or lower secondary school. The first cycle has a term of duration of 5 years for 6-year old children onwards and the second one has a three-year term of duration for children until the age of 14. A second cycle composed of upper secondary school for students between the age of 14 and 19.
Description of different educational levels: Infant or pre-school education En Italia la primer etapa educativa anterior a la escuela primaria es la denominada scuoladell’infanzia,que está destinaIn Italy, the first education stage preceding primary school is the so-called scuola dell’infanzia, for children between the age of 3 and 6. Before this school level, parents may opt to send their children to nurseries (as from 3-month old children) that operate as day care facilities. In addition, infant schools offer educational and teaching aspects. It is optional for children and unless their parents choose a private institution, this educational level is free of charge. Although it is not compulsory, almost all of the children between the ages stated above attend these kinds of institutions.
First cycle Primary school Primary school receives children between the age of 6 and 11. It is subdivided into five courses. According to its autonomy, each school determines its own organization provided they observe the general goals of the national system. When a child gets 5, students must pass elementary certificate exams (esame di licenza elementare), in order to access medium-level school. Should a student fail at this level, he or she must repeat the course and take the exams again.
First-level or lower secondary school This level is for children between the age of 11 and 14. It is composed of three cycles of study. Upon completion, students must take a new exam of state nature (esame di licenza media) that qualifies them to pass to the second educational cycle and the last stage of secondary level. There are integrated educational institutions where pre-school, primary and lower secondary education may be found within the same institution under the management of one sole director.
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Second cycle Upper secondary education Scuola superiore lasts for 5 years and is for students as from the age of 14. Within this level, students may opt for different alternatives according to their interests and skills, namely: Lyceums (artistic, classic, economic, linguistic, musical, scientific, socio-psycho-pedagogical, technological and social sciences), Technical institutes, Vocational training at Professional Institutes (students may attend this kind of institutes at the age of 15). Upon completion of upper secondary school, students must pass another state exam (esame dilicenzamaturità) for their admission to university or to obtain a professional certification. After completing the second cycle, students may opt to continue their studies within the Higher Education level.
Higher Education There are several institutions where a higher education degree may be obtained. They may be divided into two groups: university and non-university institutions. University institutions include state-managed and non state-managed universities, polytechnic universities, universities for foreigners, higher education institutes and schools and telematic universities. The following titles may be obtained at these institutions: university degree (after 2 or 3 years of study), bachelor’s degree (Licenciatura) (after 4 or 6 years of study), master’s degree (diploma de especialización) (after at least two years) and a research doctorate’s degree (diploma de doctorado de Investigación) (after at least three years). Besides, non-university education include the following branches and their respective institutions: Arts and music (academies, higher education institutes and conservatories), Higher education in applied languages (higher education schools of translation and interpretation), Education specialized in psychotherapy (private institutes and schools offering postgraduate programs in psychotherapy), Higher technical training programs (Higher Technical Training Institutes - Institutos de Formación Técnica Superior - IFTS). There are specific areas of study (e.g. archivist, diplomatic studies, restoration, military studies, etc.) that jointly with their respective institutions do not fall under the supervision of the Ministry of Education, but of other ministries. European Union citizens and non-community citizens are required a diploma that certifies at least a 12-year education
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level in order to access this educational level. Enrollment at university is free, except for certain limited access courses set forth in the laws in force, for which an admission test must be taken. As other European countries, Italia is a member of the “European Higher Education Area” (Sorbonne Joint Declaration, May 1998), thus it had to adapt national regulations in order to conform to those set fort by this international organism. The purpose of such regulations is that qualifications be recognized so as to allow professionals to act without any difficulties within member States, homologation of certifications, to promote a better quality education and teaching, exchange of education pedagogical experiences, among others.
COMPULSORY EDUCATION The 2003 educational reform mentioned above also aims at gradually ensuring the right to education and the education of students for at least years or until completion of a prior qualification at the age of 18. In this context, and thanks to the legislative decrees promulgated after the Reform, which make emphasis on the organization and performance of several actors of the Italian education system, a 10-year compulsory education was established, which comprises students from the age of 6 until 16. Thus, compulsory education extends from the start of primary school, the 3-year term of lower secondary school and the first two years of upper secondary school. The latter involves different areas of study (Lyceum, Technical Institute and Vocational Training).
FINANCING The State is in charge of financing Italian public schools. Through the MUIR’s budget, the State distributes the resources to the different regions of the country. In order to ensure the right to education to all of the students, irrespective of whether they attend a state-run school or a semi-private one, both in the compulsory level or in the upper secondary level, the law sets forth an extraordinary financing plan to the Regions. Its purpose is to take of expenses to be incurred by families in the education of their children, collaborating by granting scholarships, eliminating taxes and providing school materials and books, etc. On the other hand, Scuolas Paritarie receive resources from the State as they are recognized by the national education system, however, non-profit ones have priority in this respect. As regards Vocational Training and given the remarkable presence of the Regions in the structuring and organization thereof, vocational training institutes may receive financing from different recipients, namely: the Regions proper, the Provinces, the Ministry of Labor as well as the MUIR itself. In addition, they receive resources granted by the European Union aimed at promoting the growth of this kind of education. Concerning higher education, the State is in charge of directly financing the different institutions according to the MUIR’s budget. Technical education and higher technical training institutes (IFTS) also have economic dependency on the State but they are co-financed by the Regions.
VOCATIONAL TRAINING As an alternative to traditional education, Vocational Training (Formazione Professionale) in Italy has positioned itself as an option that is increasingly renowned, offering the opportunity to have access to the necessary tools that will allow entering the labor market. The different courses are governed by Law 845/78 and, in turn, each Region has specific rules. The purpose of Vocational Training is to materialize the right to work and the freedom to select a profession through the access to training.
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Training Cycles As described above, Vocational Training may be started upon completion of Lower Secondary School. This first stage is called: Initial Vocational Training , in which students may obtain a professional qualification organized by the MUIR and each Region so as to provide him or her with theoretical and practical knowledge , with a term of duration of at least three years. Then, students may opt for post-secondary Vocational Training, which may be started after passing the upper secondary school qualifying exam. This second level is characterized by a deepening of the theoretical content, adding technical, technological and even practical work management knowledge and increased work experience in companies. Upon completion of this educational stage and after obtaining the Certificato di cualifica professionale, students may access the labor market and/or be admitted to Higher Technical Training Institutes or Higher Technical Institutes in order to continue their studies within Vocational Training. The purpose of those institutions is to train high level technicians qualified to cover the labor demand in the public and private sectors. In order to be admitted to them, it is required to approve higher secondary education or to have been awarded a certificate of former training courses or to have acquired skills in education or due to labor experience. It is free of charge and lasts between one year and three years. Upon completion, students are awarded a certificato di specializazzione tecnica superiore, which is issued by the regional authorities and has national scope. Universities also have a high level education offer in vocational training and Masters in vocational training may also be found. Besides the option offered within formal education, there is an alternative within vocational training addressed to trainees, which is opened for people between 18 and 29. They are offered at least three months of training with practices in companies in order to acquire labor experience. Upon completion, they obtain a professional qualification that falls within the scope of the qualifications offered by vocational training.
Skills Pursuant to the foregoing, we observe that regions are of utmost importance in the organization of vocational training and formal education in general. Each of them determines in an autonomous manner the courses to be financed, that is, the educational offer, and thus, courses vary from one region to another according to the characteristics of each region. Accordingly, we may found what is called Regional Professional Training, which addresses the needs of its geographical area and the offer is within the framework of the professional profiles required by its productive system. Besides the regional financing, courses usually are funded by the national State (MUIR and Ministry of Labor), and they may even receive the collaboration of the European Social Fund. Notwithstanding their independency, Regional must satisfy the minimum requirements set forth by the MUIR both for the selection of its educational offer and the issuance of different titles.
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Certification Since 2000 and after the agreement executed between the National Government and the authorities of each of the Regions, progress was made towards a national system of professional skills certification. Such agreeement empowers the Ministry of Labor to make proposals as regards criteria and procedures that certify the skills acquired in Vocational Training, ensuring the homologation of certificates throughout the country and their recognition by the European Union. Anyway, Regions have been using a unique form of certification of Professional Qualification since 1996. After the agreement executed among them and the central power, at present the Ministry of Labor has set forth three types of certification instruments: Vocational Training Qualification Certification. Vocational Training Skills Certification. Accreditation of skills acquired at work or by self-learning for formal training or graduation. By the same token, the effectiveness of these certifications is pending and they have hardly been satisfied at national level. Likewise, the offer provided by Higher Technical Training Institutes (IFTS) involves a comprehensive certification system that validates educational continuity at Universities so as to improve education.
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BIBLIOGRAFĂ?A Website of the Ministry of Education, Universities and Research of the Government of Italy http://www.istruzione.it/ Website of the Organization of Ibero-American States http://www.oei.es/ Website of the European Organization of Regional External Public Finance Audit Institutions http://www.eurorai.org/ Website of the UNESCO International Bureau of Education http://www.ibe.unesco.org/es/en-el-mundo/regiones-de-la-unesco/europa-y-america-del-norte/italia/profile-ofeducation.html
Italian laws on education: Casati Law of 1859. Educational organization and structuring centralized in the power of Government. It recognizes the duality between classic teaching and technical teaching. Law 845/78 of 1989. Vocational Training Structuring. Law 148/1990. Primary School Restructuring. Law 517/1995. Education system assessment.
Bassanini Laws (1997-1999): 1. Law dated March 15, 1997 No. 59 (Bassanini Semel) 2. Law dated May 15, 1997, No. 127 (Bassanini bis) 3. Law dated June 16, 1998, No. 191 (Bassanini ter) 4. Law dated March 08, 1999, No. 50 (Bassanini quater) Law 62/2000. State recognition of semi private schools. Law 53/2003. Education system reform. Law 296/2007. Funding and compulsory education. Law 133/2008. Upper Secondary School Reform.
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EXHIBIT Academic levels in the Italian ecucation system.
Higher education
University
Technical or vocational institute
19 years old
State exam Second cycle
16 years old 14 years old
First cycle
Technical institute
Lyceum
Vocational training institute
Upper secondary education State exam
11 years old
First cycle or lower secondary school
6 years old
Primary school
3 years old
Infant school or pre-school
Compulsory education
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