- it is independent from learning/training pathways, and can be reached through different pathways(school, university, VET and non-formal and informal contexts).The concept <strong>of</strong> validation/certification only recently has entered the Italian culture. It is a process that:- incorporates the processes <strong>of</strong> both assessment (“valutazione”) and certification;- refers mainly to qualifications acquired in Formal, Non-Formal and Informal contexts, assessed andrecognized by authorized bodies with respects to predefined standards.Apart from different uses and difficulties, the Italian approach seems to be:- shifting from input to output <strong>of</strong> the learning process;- improving coherence with the EQF concepts in the sub-systems and especially in VET;- need to be supported by a homogeneous approach <strong>of</strong> a <strong>National</strong> <strong>Qualification</strong>s Framework.UEECVETKey CompetencesEQFCommon principles<strong>of</strong> Validation8 levels based onlearning outcomesEuropassCitizen portfolioEQFPr<strong>of</strong>essional standardsbased on competencesNQFStandard forcertificationTraining standardITALY__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.For what concerns legal regulations and measures for easing access to education abroad, actually,nothing has been done about that. Nevertheless, there is a strong dialogue among institutions andcompetent bodies on the implementation <strong>of</strong> the system.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessinglearning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms <strong>of</strong> validation or transfer <strong>of</strong> learning in order to obtain a formalqualification (partial or full).Please describe those briefly.Page 4/4
The relationships between the State and the Regions concerning the governance and institutional issuesare currently being discussed. On 17 February 2010, an important agreement between Ministry <strong>of</strong>Labour, Regions and Social Partners was signed in relation to the training policies to be jointlyimplemented through the current year. This agreement called Guidelines for Training in 2010 sees thenational qualification system in a wider European context and underlines the key role to be played by alearning outcomes approach in aiding individual learning. Also, recognition <strong>of</strong> non-formal and informallearning has been mentioned within these guidelines as a strategic focus in the perspective <strong>of</strong> humancapital competitiveness and lifelong learning aims.A concrete result <strong>of</strong> the development processes, on the way since 2006, is the recent reform in uppersecondary education introducing new levels defined by learning outcomes and reflecting the EQF leveldescriptors. It introduces three main secondary school pathways: general (lycées), technical andvocational education pathway, leading to five-year diplomas and learning outcomes linked to the EQF.Moreover, the vocational education and training system managed by Regions will operate according toagreed national standards (consistent with the EQF levels). Three-year vocational qualifications andfour-year vocational diplomas will be awarded. The implementation started in September 2010 and willcontinue up to 2013. Levels and level descriptors are seen as important for placing programmes in amore coherent way and to show progression routes between programmes.The Italian education and training system has introduced the learning outcomes approach at national andregional levels, with each subsystem having its own characteristics. The upper secondary educationsystem has recently aligned qualifications and curricula to the EQF learning outcomes structures. InFebruary 2010, the reform regulation <strong>of</strong> the upper secondary education system was adopted. In thevocational training system, where the Regions have the main responsibility, according to the reforms <strong>of</strong>the Italian Constitution (<strong>National</strong> Law No 3, October 2001, concerning Modifications <strong>of</strong> V Title <strong>of</strong>second part <strong>of</strong> Italian Constitution) an update <strong>of</strong> the local qualification system adopting the learningoutcomes approach has been launched. Curricula will be redesigned according to EQF indicator anddescriptors. Three-year vocational qualifications and a four-year vocational diploma will be awarded.The higher (non-academic) pr<strong>of</strong>essional education and training pathway (IFTS) uses a national standardsystem based on competences since 2000. Moreover, after the Decree <strong>of</strong> 25 January 2008, the <strong>National</strong>Committee on IFTS agreed to update the standards to make them more coherent with the learningoutcomes approach. There will be a regional supply <strong>of</strong> training courses in IFTS (one year) and a nationalsupply <strong>of</strong> IFTS courses (two years). The one-year courses are already based on national standards <strong>of</strong>pr<strong>of</strong>iles and competence units <strong>of</strong> learning outcomes; however, they will be implemented in accordancewith the local needs. The two-year courses will soon be based on learning outcomes standards. Inacademic education (universities) the policy-makers strengthened the need to align diplomas andcertificates to the commitments <strong>of</strong> the Bologna process. In particular, the <strong>National</strong> Decree that reformsthe academic system (first cycle, three years) and Laurea Magistrale (second cycle, two years) statesthat the new programmes have to be based on learning outcomes compatible with Dublin descriptors.The enterprises involved in the reform <strong>of</strong> the university system agreed on the learning outcomesapproach, considering it very close to the labour market.4 Quality management / Quality assurance__ Which forms <strong>of</strong> quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?The <strong>National</strong> Table/Committee revealed the need <strong>of</strong> involve a Quality Reference Point to avoidmislinkings between the NQF and the EQF and for the link with the EU guidelines, but nothing has beenyet developed.__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.Page 5/5
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