Vocational Education And Training System In Italy

A study examined vocational education and training in Italy. First, vocational education was placed within the context of Italy's political and administrative structures and economy. Italy's systems of general and vocational education were described, and the legislative aspects were examined. Special attention was paid to funding from various European Community sources. It was concluded that vocational education in Italy needs a more standard and structured framework; however, it was deemed likely that demand from individuals and enterprises would be a further factor in continued diversification through experiments that may offer many people their only opportunity to catch up on the basis knowledge needed to obtain a job or improve their prospects. Increasing demand from small firms, the possibility of training providing skills in a number of sectors, and the spread of new technology into nonindustrial sectors were seen as three of many factors that would stimulate changes in both content and delivery of vocational education. European integration was deemed the greatest stimulus for renewal of vocational education in Italy. (Contains 43 tables/figures. Appended are the following: a list of acronyms/abbreviations; names/addresses of 46 agencies, organizations, and training institutions; a 65-item bibliography; and glossary.) (MN)

Recoge: 1.Basic information - 2.Initial vocational training (IVT) - 3.Continuing vocational training - 4.The future of funding for vocational education and training: trends and perspectives - 5.Annexes.

This document on vocational training in Italy contains eight chapters. Chapter 1 describes the population of Italy. Chapter 2 describes the Italian economy through the agricultural, industrial, and service sectors. Chapter 3 describes education and vocational training in Italy, including regional agricultural and nonagricultural vocational training, vocational training in industry and commerce, apprenticeship, and training and work contracts. Vocational guidance and vocational training and the labor market are also described in Chapter 3. Chapter 4 describes continuing training. Chapter 5 describes the historical development of education and vocational training in Italy. Chapter 6 identifies the responsible authorities for vocational training. Chapter 7 identifies the sources of funding for vocational training. Trends in vocational training in Italy are discussed in Chapter 8. (CML)

This book describes the initial and continuing professional development of the various teachers and trainers involved in initial vocational training for youth in Italy, Ireland, and Portugal. The book contains separate, but similarly formatted, sections for each country. The following are topics are discussed in all three country reports: initial vocational training; trainers and teachers in initial vocational training; regulations for the training of teachers and trainers; training programs for teachers and trainers; initial training; and continuing training. The report on Italy also includes the following: political and institutional aspects; cultural aspects; associations, organizations, and resource centers involved with the training of trainers; and the continuing training supply. The report on Ireland also lists useful addresses of associations and resource/information centers and institutions and courses. The Portugal report begins with an overview of teachers and trainers of young people in Portugal and lists useful addresses of government agencies and social partners and training bodies and courses. Bibliographies and glossaries follow each country report. (YLB)

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)

Many resources are invested in the development and introduction of Quality Assurance Systems in educational institutions all over the world. Our assumption is that, as a result of quality assurance activities, practitioners obtain information about their own functioning and institutional performance which is new and valuable to them and which therefore will form a basis for them to improve performance. This assumption proves to be naïve; too often performance feedback is under-utilized, and evaluations become void, legitimizing rites instead of a basis for organizational learning and the improvement of institutions. The aim of this book was to find out when educational institutions do transform Quality Assurance data into actions to improve performance, and how the use of such data can be promoted. This volume reports on the study of Quality Assurance structures and activities in 36 educational institutes in 6 European Countries and presents guidelines for Quality Assurance.