The Role Of The Social Partners In Vocational Training In Italy

This document studies the role of unions, management, government, and education agencies (the social partners) in vocational training in Italy. Through an analysis of existing and historical structures governing cooperation and coordination between the social partners and the public bodies responsible for vocational education and training, an in-depth investigation was carried out and proposals for improved dialogue at various levels were made. This report is organized in five chapters. Chapter 1 discusses the analytical frame of reference, including the premises and the questions of the study, the diachronic dimension of the training system in Italy, difficulties of the system, and the contemporary crisis of the system. Chapter 2 outlines new trends in participation in the training system, and Chapter 3 examines vocational training in three sectors: the construction industry, the banking sector, and the metal industry. Case studies are included. Chapter 4 is a survey of the attitudes of the social partners toward participation in vocational training, and Chapter 5 contains a summary and conclusions, as well as a note for future change precipitated by the present crisis. (KC)

This monograph describes the Italian initial and continuing vocational education and training (VET) system and its qualitative and quantitative development. Chapter 1 outlines the general context of the VET system--both institutions and social and economic aspects. It provides facts and figures on such topics as demographic trends in Italy, the rates of employment and unemployment (with a breakdown of the major geographical areas), and the migration process. Chapter 2 describes the institutional framework of the VET system, a highly structured system that is the product of Italy's historical development and a division of responsibilities between the state and regions. Chapter 3 describes the structure and quantitative aspects of the system as embodied in its laws and regulations. It sets out facts and figures on the VET system under regions and the vocational education system under the Ministries of Education and of Universities and Scientific and Technological Research. Chapter 4 describes expenditures on training, including spending on public and private VET from various sources. Chapter 5 analyzes these qualitative aspects of relevance to the VET system: certification procedures, guidance, and training of trainers. Chapter 6 looks at innovations occurring in the Italian system. Appendixes include lists of acronyms and abbreviations and a glossary. (Contains 59 references). (YLB)

This document describes the current links between the world of work (employees, employers, industrial sectors, and companies) and the world of vocational training (in-company, inter-company, and school-based training bodies) in member states of the European Community; and the degree and nature of the involvement of the social partners in the development, implementation, administration, and control of training programs, including the scale and nature of state intervention. The industries in which these relationships were studied were the construction, metal working, electronics, insurance, and banking industries. The following research questions were among those addressed: (1) Why is it important to increase the participation of the social partners in decision making?; (2) Under what conditions can such participation be a positive contribution?; and (3) What are the major obstacles to greater participation? Following an introduction, the second chapter describes the current situation against a background of social, economic, and technological changes. The third chapter analyzes the situation in member states, including the participation of workers in their organizations; their participation at local, regional, and national levels; the participation of sector-specific organizations; the various forms of social dialogue; the role of the state in the social dialogue; the autonomy of the organizations of social partners; vocational training as a subject of the social dialogue; and preliminary results from the analysis. The fourth chapter takes up problems and prospects of developing the social dialogue. A 15-item bibliography concludes the document. (CML)