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The IVET system (International Vocational Training) includes both Italian upper secondary education – including technical education (Technical Institute) and training (vocational school) – managed by the Ministry of Education and Vocational Training (Initial Vocational Training) initial run Regions and provided by recognized training agency that operates nationwide.

1.1 Quality Assurance Systems at the level of initial vocational training system
Vocational training is usually determined on an annual plan, agreed by all stakeholders and approved by the Region. The plan is based on the results of analysis of needs, referring to the Excelsior survey – conducted by the Network Commerce – and, later, other studies conducted locally. They are strict selection procedures for the allocation of available funds; this increases the competition between potential suppliers, which guarantees a constant and gradual improvement of the quality of the vocational training system and its courses. A series of monitoring and evaluation tools are used by the regions, some of them linked to a national monitoring system focusing on specific pathways within IVET (three courses / four-year apprenticeship). Almost all regions organize, as a tool for the disbursement of funds, vocational training and subsequent recording of acquired skills. The national qualification registered for in relation to the education and training section should be released in June 2016, and should connect all the regional registries.

1.2 The quality assurance systems at the level of structures in initial vocational training
Planning at VET level, (including the identification of training needs). Most schools are public institutions that need to comply with regulations on the methods outlined in Quality Assurance (QA). But when the training providers are private entities, there is a specific regulation for Quality Assurance, there are only agreements in initial vocational training at the level of structures, in addition to the provisions of the accreditation system. Usually, when it issued a call for tenders, a model in the Annex must be completed by applicants who need information about the planning phase. When submitting a proposal for a training course, should refer to an occupational profile of the Regional Register.

  • Requirements for the monitoring and review (self-evaluation). Schools must comply with the monitoring and review content in the national assessment system. The vocational training agencies on a voluntary basis, undertake the quality certification of processes (ex: ISO 9000, EFQM, …) and use self-assessment tools such as the Self-Assessment Guide for Schools and Training Providers (Guide Self- Assessment for school Facilities and Training), to ensure quality assurance in their performance.
  • Certification, evaluation and validation of learners: Schools must follow the procedures issued by the Ministry of Education for certification, evaluation and validation of learners.

1.3 Continuing Professional Education (continuing education)
The system of education and continuous professional training in Italy is divided into two main paths: an offer CVET provided by the Joint Inter professional Funds for Continuing Education, (sectoral training funds), under the control of the partners and the Ministry of the Institute of Work. These bilateral funds were established by law in 2000 and became operational in 2004. They are promoted at the national level by the central organizations of employers together with trade unions, but they can be articulated at the local level. In 2016, there were 19 funds in operation, providing training for people in work and those in redundancy schemes;

1.4 Quality assurance systems in the training system level continues
– a national framework for quality assurance in continuing education – who is responsible for what?
There is a common framework for current QA in the continuing education of training funds. Every fund follows its own regulations for the QA based support sectoral training projects, territorial and corporate applications such as individual training schedule according to notices published.
INTERACTION BETWEEN NATIONAL QUALITY GUARANTEE EQUAVET (European Quality Assurance in vocational education and training)
National Reference Point (NRP) – Introduction
Italy has a national reference point in place since 2006. The NRP is hosted by ISFOL (Institute for the Development of Vocational Training of Workers) and is part of the methodology and tools unit skills and transitions.
Among the main activities of the national program of reform we include the following:

  • Inform national and regional stakeholders of European activities in relation to quality assurance in education and training systems
  • Support the implementation of the work program EQAVET
  • Support the National approach for implementing Quality of cover
  • Increase public awareness and disseminating information on the activities undertaken by the European Network EQAVET
  • Promote initiatives to strengthen the use of methodologies and tools for quality assurance
  • Promote the achievement of a quality assurance culture and benefits related to the application of tools for quality improvement
  • Create synergies between all activities / initiatives for quality assurance as established by several stakeholders
  • Coordinate national activities undertaken in the framework of participation in the European EQAVET network.

Among the main goals include informing the national and regional stakeholders of European activities regarding quality assurance in education and training systems and support the implementation of the work program EQAVET (European Quality Assurance in Vocational Education and Training ). Another focus consists in supporting the implementation of the approach for the National Quality assurance: all players in the vocational training system (especially the school system and vocational training agencies / suppliers), they were further encouraged to continue volunteer work began in the field of quality assurance and saw their efforts recognized and used as examples. In addition to this, the action of the NRP in terms of testing and quality assurance implementation methodologies and tools has been strengthened and allowed to create a more effective interaction with professionals in the field of vocational training.

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