IMPLEMENTING

EUROPEAN
PRIORITIES IN VET
Making national VET agile,
flexible, innovative, attractive,
inclusive and quality assured

ITALY

CEDEFOP REFERNET THEMATIC PERSPECTIVES

 Implementing European priorities in VET

Making national VET agile, flexible, innovative, attractive,

inclusive and quality-assured:
Italy

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Thematic perspectives provide national overviews of specific themes in a common format
and offer comparative dimension across the EU Member States, Iceland and Norway.
This thematic perspectives series complements the general information on vocational
education and training (VET) policies and systems provided in VET in Europe database and
the Timeline of VET policies in Europe. The themes presented in the series feature high on
the European agenda.
This thematic perspective was prepared based on data/information from 2023.
Thematic perspectives are co-financed by the European Union and ReferNet national
partners.
ReferNet is a network of institutions across Europe representing the 27 Member States,
plus Iceland and Norway. The network provides Cedefop with information and analysis on
national vocational education and training (VET). ReferNet also disseminates information
on EuropeanVET and Cedefop’s work to stakeholders in the EU Member States, Iceland
and Norway.

Authors: Roberto Angotti, Concetta Fonzo, and Alessandra Pedone (INAPP)

Peer reviewed by: Marion Biré (INFPC, Luxembourg)

Reviewed by Cedefop: Anthie Kyriakopoulou, expert, Vicky Oraiopoulou, Policy assistant,

and Aristos Theocharous, expert

© INAPP (Cedefop ReferNet Italy), 2024

Reproduction is authorised, provided the source is acknowledged.

Disclaimer: The content of this publication does not necessarily reflect the position or opinion
of Cedefop. The publication has neither been edited nor proof-read by Cedefop’s editing
service.

Please cite this publication as:

Angotti, R., Fonzo, C., & Pedone, A. (2024). Implementing European priorities in VET:
making national VET agile, flexible, innovative, attractive, inclusive and quality-assured: Italy.
Cedefop Refernet thematic perspectives.
https://www.cedefop.europa.eu/en/country-reports/implementing-eu-priorities

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Contents
CHAPTER 1. Introduction .................................................................................................. 5
CHAPTER 2. Main policy developments in 2023................................................................ 5
2.1 Agile and resilient VET, adaptive to labour market ....................................... 5
2.2 Flexible VET, providing progression and lifelong learning opportunities ....... 7
2.3 Innovative and excellent VET ....................................................................... 8
2.4 Attractive VET, based on modern and digitalised provision .......................... 9
2.5 Inclusive VET promoting equal opportunities .............................................. 10
2.6 VET underpinned by quality assurance ...................................................... 11
CHAPTER 3. Involvement of VET stakeholders in the implementation of policy
developments related to NIP ............................................................................................... 11
CHAPTER 4. Achievements of implementation ................................................................ 13
CHAPTER 5. Challenges of implementation .................................................................... 14
CHAPTER 6. Conclusions................................................................................................ 15
References ................................................................................................................... 16
List of abbreviations and acronyms ..................................................................................... 17

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 CHAPTER 1. Introduction
Italian VET functions within a socio-economic context are characterised by multi-stakeholder
and multi-level governance. To tackle recent socio-economic challenges, the country has
adopted a holistic approach that considers the various aspects of social policies, labour and
human capital development. There is a joint commitment among VET stakeholders to foster
cooperation with the aim to deliver quality education and training as well as service
accessibility to young people and adults.

Key strategic objectives in this context, include enhancing the adequacy and relevance of
the educational and training services to meet labour market and societal needs. This involves
ensuring the quality of these services by adhering to principles and criteria endorsed at the
European level, while also promoting inclusivity and equity by making education and training
more accessible to all citizens.

Furthermore, there’s a focus on optimising available resources, avoiding duplications and

operating within a framework of cooperation and subsidiarity between European and national
funds.
Italy’s national strategic documents and visions, and most recently the National
Implementation Plan (NIP), align with the European priorities outlined in the Council
Recommendation on VET and the Osnabrück Declaration.
Italy’s strategy for lifelong learning, consistent with EU guidelines, recognises individuals’
right to lifelong learning across various life stages and contexts. This is seen as a strategic
tool for enhancing individuals’ knowledge, skills and competences, echoing the European
vision of lifelong learning to address contemporary societal and labour market challenges. Italy
also commits to fostering innovation in VET, supporting lifelong guidance, both for IVET and
CVET learners, improving the relevance of training offer, and encouraging collaboration
among various actors, in line with European directives.

Key challenges addressed in the Italian national context, in line with European priorities,
include enhancing the relevance of education and training in relation to labour market
opportunities, providing continuous guidance, targeting actions towards different groups such
as young people, adults re-entering the labour market, and low-skilled workers, and effectively
utilising tools for skill transparency and certification.

CHAPTER 2. Main policy developments in 2023

2.1 Agile and resilient VET, adaptive to labour market
The 2023 Employment Decree ( 1) introduced several new provisions aimed at enhancing the
design of pathways for transversal skills and guidance (PCTOs). These provisions include the
appointment of a coordinating teacher; more specific regulations for the occupational safety

(1) Decree-Law No 48 of 4 May 2023, converted, with amendments, into Law No 85 of 3 July 2023.

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of students involved in PCTOs, extending the protection of the national insurance against
accidents at work, managed by the National Institute for Insurance against Accidents at Work
(INAIL), to encompass students and staff of the national education and training system,
vocational tertiary training and higher education.
Furthermore, the 2023 Employment Decree strengthened the cooperation framework
supporting the implementation of school-work exchange projects, particularly with the
Alternation Register at the Chambers of Commerce, Industry, Handicrafts and Agriculture.
Additionally, it introduced a platform that links the Ministry's information systems to the
National School-to-work Alternation Registry, simplifying the process of matching supply and
demand.
The NIP Measure 1, which supports innovation in VET (education sector) and
accompanies the Reform of Technical and Vocational Institutes outlined in the National
Recovery and Resilience Plan (NRRP) Mission 4, aims to enhance the flexibility of the training
offer, in alignment with local needs to bridge the labour demand and supply gap. In this line,
the Ministry of Education and Merit activated an experimental project for the establishment of
a technological-professional training chain ( 2), anticipating the forthcoming reform ( 3).
Within the framework of the National Strategy for competences, the New Skills Fund was
successful in terms of participation by enterprises. Through Union Agreements aimed at
reducing working hours, based on skills upskilling pathway, the fund facilitated substantial
training activities. The first call for applications in 2020-21, involved 6 700 enterprises and
375 000 workers, with a total amount of about 47 million hours of training (almost 50% of the
applications accepted for funding concerned enterprises in the south and Islands, 30% in the
north and 24% in the centre). Each worker participated in training activities lasting almost 110
hours. The participation of the regions was also crucial in the skills certification and
transparency phase. The second announcement of 2022-23 included the intervention of the
Interprofessional Funds, to finance the costs of training and to monitor the training plans, with
a focus on the training needs connected to the green and digital transitions and including
certification of competences through regional and national accredited/licensed bodies.
Moreover, article 19 of the 2023 Employment Decree increased the fund for new skills
with both national (National Youth, Women and Employment Programme) and European
funds (ESF+ and Complementary Operating Programme for Active Employment Policy
Systems) to finance trade union agreements signed from 2023 onwards. This initiative aimed
to upskill and reskill workers for the digital and green transition.
In line with the VET Recommendation, VET curricula, programme supplies and
qualifications will undergo regular updates, facilitated by establishing and developing skills
intelligence systems and strengthening analytical capacities for interpreting local Labour
systems. As outlined in NIP Measure 3, which specifically targets the development of Labour
Market Intelligence (LMI) tools, skills forecasting, labour market needs analysis for
qualification design and training provision planning. The measure seeks to address the
challenges of the Strategic Plan for Adult Skills by providing information hubs, services, and

(2) Ministerial Decree No 240 of 7 December 2023.

(3) Draft law ‘Establishment of the technological-professional training chain and revision of the discipline of behavioural
assessment of students’.

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tools to define upskilling and reskilling pathways and mitigate skills mismatch through
improved intermediation capacities. These activities are built upon existing initiatives, such as
the regional Labour Market Observatories and the national project Atlas of Work and
Qualifications (Atlante del Lavoro e delle Qualificazioni), as well as on statistical and needs
analyses.

2.2 Flexible VET, providing progression and lifelong learning

opportunities
Law No 92/2012 set the national system for validation of non-formal and informal learning and
certification of competences, regulating the structure and parties engaged, with a focus on
transparency, usability and widespread access to validation and certification services (IVC).
Promotion of IVC processes was one of the three key intervention strategies within the
NIP (Measure 6) targeting five primary issues: low qualification levels and functional illiteracy,
inadequate digital skills proficiency, low participation rates in VET due to lack of appeal,
horizontal and vertical mismatches and governance complexity. These challenges were
strongly interconnected, stemming from various causes that affect different dimensions,
including difficulties in integrating young people into employment, reintegration or career
development of the older population, limited citizenship participation, under evaluation and
underutilization of education and training among low-skilled. and low-qualified individuals.
In 2023, the first comprehensive monitoring of the National Skills Certification System
(SNCC) showed that IVC services for competences at regional and autonomous province
levels, while varying in levels of progress for some standards, were established in all
administrations. In most cases, these services were active or in the implementation phase
within the national framework of active labour market policies. The goal of the system, which
aimed to provide open access to all citizens nationwide, will be fully achieved within the
expected timelines set by various administrations.
Regarding the adoption of measures for providing information about IVC services, almost
all regions and autonomous provinces (76%) have sections on their websites of institutional
or regional agencies dedicated to disseminating information about the National Skills
Certification System.
Regarding the implementation status of the identification and validation phase, a
qualitative analysis showed that in ten regions/provinces ( 4) (48%) identification and validation
services were operational, while in eight regions ( 5) (38%), the identification and validation
phase was carried out with services under experimentation. In only three regions ( 6), the
services were inactive.
Regarding the implementation status of the competence certification procedure following
a validation pathway for learning acquired in non-formal and informal contexts, in ten regions
and autonomous provinces the service was fully operational (48%), while in eight regions ( 7)

(4) Abruzzo, Basilicata, Emilia-Romagna, Lazio, Liguria, Lombardia, Piemonte, Provincia autonoma di Bolzano, Provincia
autonoma di Trento and Toscana.
(5) Friuli-Venezia Giulia, Marche, Puglia, Sardegna, Sicilia, Valle d’Aosta, Veneto and Umbria.
(6) Calabria, Campania and Molise.
(7) Friuli-Venezia Giulia, Marche, Puglia, Sardegna, Sicilia, Umbria, Valle d'Aosta, and Veneto.

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(38%) these services were under experimentation. In only three regions ( 8), the IVC services
were active only in certifying competences resulting from formal learning pathways.
Seventeen regions and autonomous provinces ( 9) (81%) had a system for recognising training
credits integrated into the IVC system.
The first monitoring of SNCC, as an overview of the implementation framework, showed
that all regions and autonomous provinces integrated their own Qualifications Repository into
the National Framework of Regional Qualifications (QNQR). Regarding unified regulatory
frameworks for service use conditions, 18 out of a total of 22 regions/provinces fully comply,
with three more in the implementation phase. Information on IVC services was in line with
guidelines across regions/provinces with operational services. Staff qualifications for service
provision were defined by 19 regions/provinces. Information system implementation varies,
with several regions in the process of updating for national coordination. Nearly all
regions/provinces aligned with administrative provisions, ensuring compliance with IVC
process principles and minimum service delivery standards. Seventeen regions/provinces
have published or are in the process of publishing lists of authorised entities, while four have
yet to do so.
All the qualifications repositories of the regions and autonomous provinces were available
online on regional websites. They were imported by the individual regions and autonomous
provinces into the national repertoire within the QNQR framework and were accessed through
the Atlas of Work and Qualifications website.
The Atlas of Work and Qualifications collects and describes the world of work,
qualifications and professions to provide all citizens and industry operators with a unique,
precise and continuously updated tool. It aims to create a national collection of all educational,
training and professional titles present in Italy.
In 2023, the Atlas of Work and Qualifications underwent content revision and the
information for 71 new cases was updated. Additionally, the working group at INAPP
conducted an in-depth analysis of the updated ISTAT Professional Code Classification
(Classificazione delle Professioni 2021), effective from January 2023. Twelve professional
economic sectors were updated, with updates affecting eight process sequences and 47 areas
of activity, including eight newly created ones.
In June 2023, the Ministry of Labour and Social Policies adopted the Italian Qualifications
Referencing Report to the European Qualification Framework, to address gaps in the initial
EQF Recommendation implementation phase. The report outlined theoretical and
methodological foundations, aligning national objectives with the EQF and establishing criteria
and procedures for referencing qualifications to the QNQ/EQF. Many regional repertoires now
include qualifications with EQF levels, forming the basis for implementing the referencing
procedure for inclusion in the Italian QNQ/EQF Register.

2.3 Innovative and excellent VET

In 2022, Law No 99, introduced the Tertiary System of Higher Technological Education,

(8) Calabria, Campania, and Molise.

(9) Abruzzo, Basilicata, Campania, Emilia-Romagna, Friuli-Venezia Giulia, Lazio, Liguria, Lombardia, Piemonte, Provincia
autonoma di Bolzano, Provincia autonoma di Trento, Sardegna, Sicilia, Toscana, Umbria, Valle d'Aosta, and Veneto.

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consisting of the ITS, created in 2008 and renamed into ITS Academies (Higher Technological
Institutes – Istituti Tecnologici Superiori) (ReferNet Italy; Cedefop 2023). The establishment of
and support to the ITS Academies aims to drive policy developments in terms of innovative
and excellent VET. The ITS system reform was considered as a milestone in the NRRP. It
aims to consolidate ITS in the national system concerning the tertiary education level and to
strengthen their active presence in the world of entrepreneurship mainly at local level. ITS are
closely linked to local firms through various methods that ensure practical and job-oriented
training. The ITS Foundations, which manage these institutes, are often chaired by
representatives of the founding companies, ensuring that labour market needs are central to
course planning. Collaborations with universities, research centres, and local entities allow for
advanced and targeted training programs. Furthermore, most of the instructors come directly
from the workforce, ensuring that students receive up-to-date and relevant training. It is noted
that companies that invest in ITS can benefit from tax incentives, making these partnerships
even more advantageous. This integrated system facilitates the professional integration of
students and meets the needs of local businesses. Additionally, students must complete
internships, a significant part of their training, often with opportunities abroad. All The
operational and implementation aspects of the reform are being completed, through the
gradual fulfilment of the provisions.
In 2023, a wide set of implementation Decrees ( 10) of Law No 99/2022 were launched to
introduce the Tertiary System of Higher Technological Education in the Italian context.
In terms of innovative VET, the Ministerial Decree No 240 of 7 December 2023 created
the necessary conditions for the implementation of a national experimentation project relating
to the establishment of the technological-vocational training chain, which provides for the
achievement of a four-year upper secondary education diploma (EQF 4) and the specialisation
diploma for applied technologies at the end of the two-year ITS course (EQF 5), represented
a relevant step forward for the national context.

2.4 Attractive VET, based on modern and digitalised provision

In February 2023, Italy contributed to drafting the Compendium of Good Practices, an initiative
by the G20 Countries, reporting on good practices of the National Plan for Digital Education
(PNSD) and participated in the meeting of National Experts on School Resources organised
by the OECD and the European Commission. In March 2023, the process for the identification
of good practices was completed, after a consultation between the Ministry of Education and
Merit and regional PNSD representatives and authorities, exchanging information about the
regional aspects of the implementation of the PNSD.
The updated version of the PNSD, based on a Technical Scientific Committee Report
(CTS Report) was subject to public consultation in May-June 2023 on ‘ParteciPa’, the national
Open Government platform, also collecting contributions and suggestions from the school

(10) Ministerial Decree No 87 of 17 May 2023; Ministerial Decree No 88 of 17 May 2023; Ministerial Decree No 89 of 17 May
2023; Ministerial Decree No 191 of 4 October 2023; Ministerial Decree No 203 of 20 October 2023; Ministerial Decree No
217 of 15 November 2023; Ministerial Decree No 227 of 30 November 2023; Ministerial Decree No 228 of 30 November
2023; Ministerial Decree No 229 of 30 November 2023; Ministerial Decree No 233 of 1 December 2023; Interministerial
Decree No 235 of 5 December 2023; Ministerial Decree No 237 of 6 December 2023; Decree of the Minister of Education
and Merit in agreement with the Minister of University and Research No 247 of 19 December 2023; Interministerial Decree
No 246 of 19 December 2023; and Ministerial Decree No 259 of 30 December 2023.

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world through a specific survey addressed to school directors, teachers and digital animators.
The new plan, divided into three macro areas (didactics, innovation management and system
actions), that will be accessible online, promotes collaboration and digital skills (DigComp 2.2)
for personal development and active citizenship, in line with European recommendations and
initiatives such as the Digital Decade Policy Programme.
The Operational Instructions, issued on 7 December 2023, guide selected schools serving
as local training centres in the digital transition of their training system. These instructions
assisted in designing and managing interventions under Investment 2.1 of Mission 4 -
Component 1 of the NRRP. The interventions aimed to provide training for various school
personnel (such as school leaders, administrative staff, teachers, and educational personnel)
on digital transition in teaching and school organisation.
In line with the New Skills Plan (see also Section 2.5), the proposed pathway aims to
maximise the usefulness of training for mobility and adaptation in the labour market. The
'guaranteed traceability of learning and its outcomes' is a significant added value. The main
expected products include the prototype implementation of open badges or digitally signed
credentials, testing these tools with various end beneficiaries (adults, NEETs, migrants, etc.)
and drafting evaluation reports on the experiments. Expected results include the easy
portability and storage of certificates, faster verification of qualifications, and a significant
reduction in the burden of intermediate verifications.

2.5 Inclusive VET promoting equal opportunities

The New Skills Plan (Piano Nuove Competenze) launched in 2021 within the NRRP, aimed to
enhance professional training, elevate skill levels among job seekers and facilitate job
transitions. The plan consists of various initiatives and programmes, including the
employability guarantee reform programme (GOL), designed to offer tailored pathways for job
placement, training and retraining for long-term unemployed individuals, youth, women, and
those aged 55 and above. In 2023, the Employment Decree introduced new measures of
social and workplace inclusion, reviewing the so-called citizens' subsidy with a focus on
training and learning to empower and promote the active inclusion of the more vulnerable
groups. The initiative Support for Training and Labour (SFL) included measures of
professional qualification through participation in projects of training and internship,
professional requalification, active labour policies of all kinds and projects useful for the eligible
persons and universal civil service. The Inclusion Allowance (ADI), combated poverty, fragility
and social exclusion of the weaker community members through processes of social inclusion
and training, occupation and active labour policies.
The Information System for Social and Labour Inclusion (SIISL), established in 2023, at
the Ministry of Labour and Social Policies, and implemented by the National Institute for Social
Security (INPS), aimed to facilitate the interoperability of all the digital platforms of the physical
and legal entities registered to the social and labour system. The objective was to fully
implement the Employment Decree by enabling the activation of customised skills
enhancement and job search pathways for ADI and SFL beneficiaries. The SIISL platform was
created within the procedure to facilitate job search and to identify training activities most

10
useful for the placement/retraining of beneficiaries. ADI beneficiaries aged 18 to 29, who
haven't met their educational obligations to obtain a high school diploma or a vocational
qualification by age 18, must show enrolment in an adult education course.
Applicants (for SFL and ADI) were called by the employment services to sign a
personalised agreement after completing a digital activation agreement. This personalised
agreement may involve enrolling in specific employment services and training programs
outlined in the National Programme for the GOL.

2.6 VET underpinned by quality assurance

Following the indications of the EU Council Recommendation 2020 on VET, national VET
policies are implemented with a quality assurance approach, aimed at a national quality
assurance strategy, considering the EQAVET Framework and quality cycle, with the support
of the Italian National Reference Point, hosted by INAPP.
The Italian Reference Point follows the EU priorities on quality assurance in VET, as set
in the VET Recommendation and Osnabrück Declaration, at national, regional, and local levels
through its functions and activities.
Particularly, a strategic measure in the national context, is the experimentation of the
EQAVET Peer Review methodology at system level with a first piloting that took place at
national level in 2022 and in 2024 the start of a second experimentation at regional level that
will end in 2025.
In the Italian context, national quality assurance measures aim at improving the VET
system and VET-related issues encompassing accreditation of VET providers, apprenticeship
programmes and the dual system. Italy has implemented a national quality plan for VET,
focusing on the accreditation of VET providers as a key instrument to ensure quality. This plan
involves continuous dialogue among decision-makers, experts, and stakeholders to assess
and improve the quality of training supply. Furthermore, Italy has adopted the dual system,
which integrates classroom learning with practical work experience. This system is supported
by quality assurance measures to ensure that both the educational and practical components
meet high standards.
Through the dissemination of the EQAVET Peer Review methodology at system and
provider level, actions are undertaken to underpin (self-)evaluation, developing quality
assurance in both IVET and CVET as well as work-based learning and strengthening quality
assurance of qualifications.

CHAPTER 3. Involvement of VET stakeholders in

the implementation of policy developments
related to NIP
With the Joint Unified Conference Agreement of 20 December 2012, the Interinstitutional
Table on Lifelong Learning (TIAP) was established. This was a major step in creating a
cohesive, multi-institutional approach to lifelong learning in Italy. Its governance role focuses
on harmonizing policies across national, regional, and local levels, ensuring strategic
alignment with EU directives, and enhancing both economic and social outcomes through

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lifelong learning.
The governance role of the Unified Conference Agreement through TIAP is to serve as a
centralised platform to guide, coordinate, and monitor the implementation of lifelong learning
policies. TIAP operates under the oversight of the Unified Conference, a high-level body that
includes representatives from the national government, regional councils, and local
administrations. This body is responsible for ensuring that policies enacted at different
governmental levels align with national strategies and European Union recommendations,
such as those from the European Commission on lifelong learning and upskilling.
A key element in TIAP’s establishment was to respond to European Union directives and
recommendations related to lifelong learning, which emphasise employability, adaptability,
and social cohesion. By integrating policies across institutions, TIAP supports Italy’s
commitment to EU targets and benchmarks, such as reducing early school leaving, increasing
adult participation in training, and improving vocational education. The TIAP enables the
participation of both national and regional actors that play a key role in terms of policies and
strategies related to education and training. Among the different national and regional
authorities, the TIAP involves the Ministry of Labour and Social Policies, the Ministry of
Education and Merit, the Ministry of Economy and Finance, the Regions and the local
authorities. It also makes use of experts from national agencies and research bodies based
on the topics covered from time to time.
The TIAP has the task, among others, to develop proposals for the definition of minimum
standards and strategic lines of intervention regarding services for lifelong learning and the
organisation of local networks. The local networks for lifelong learning constitute the
supporting structures of the lifelong learning system. They include the set of education, training
and work services linked to strategies for economic growth, access to work for young people,
welfare reform, active ageing, and the exercise of active citizenship, including by immigrants.
The networks, therefore, represent the institutional places responsible for ‘taking charge of
adults’ and here the citizens can access integrated services. Among others, universities,
businesses, chambers of commerce, industry, crafts and agriculture, as well as employment
centres, social partners and local authorities contribute to the development of local networks
for lifelong learning.
Among its founding mandates, the TIAP has the observation of how policies linked to
lifelong learning are implemented and for this purpose, it assumes a strategic role in setting
up ad hoc technical groups, by identifying experts and managers among its members, to whom
to entrust tasks related to the monitoring and evaluation of relevant national plans and
programmes.
Moreover, the TIAP constitutes a table which, in addition to its institutional monitoring
functions, also assumes the role of supporting and fostering a continuous and structured
dialogue between the various stakeholders involved in the implementation of the national
priorities linked to VET policies.
In general, involving VET stakeholders in implementing policy developments related to
the NIP is a key aspect of national governance. Consequently, active participation from
stakeholders at the local level is also required.
At the local level, the need to foster and support closer collaboration between

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stakeholders represents one of the quality elements of the interventions envisaged by the NIP
and is at the same time one of its most significant areas of implementation challenges.

CHAPTER 4. Achievements of implementation

In recent years, Italy has significantly progressed towards the VET priorities set by the
European Union. Key achievements have been instrumental in enhancing the quality of VET
and promoting inclusion and employability among citizens.
A notable area of advancement lies in the customisation of training paths. Italy has
implemented measures to define and regularly update individual training projects for students,
aimed at recognising and enhancing their skills in both formal and informal learning contexts.
The customisation of training paths is crucial to ensure effective learning adapted to the
individual needs of students and to enhance the quality of VET.
Another crucial aspect of progress involves the enhancement of Identification, Validation
and Certification (IVC) services. These services are vital for ensuring access to training and
employment opportunities for all citizens, enabling their fundamental right for training and
fostering employability. This process helps individuals, including those with prior work
experience or informal education, to gain formal qualifications. IVC services enhance
employability, support lifelong learning, and facilitate the customization of training paths to
meet individual needs.
Furthermore, Italy has promoted the creation of regional networks and strategic
partnerships to facilitate cooperation among various institutional and socio-economic actors
at local level. These partnerships contribute to effective governance of lifelong learning by
facilitating an understanding and interpretation of local labour market needs and promoting
multi-level and multi-actor governance.
Another significant achievement is the promotion of digital skills. Italy has intensified
training in digital skills to meet the growing demands in today's labour market. This initiative
aims to equip citizens with the necessary skills to navigate digital transformations, ensuring
their inclusion in the labour market. One notable example of Italy’s efforts to promote digital
skills is the National Strategy for Digital Skills. This strategy aims to bridge the digital divide
and support digital inclusion by enhancing e-skills across various sectors. It includes initiatives
to develop digital competencies in higher education, the active workforce, and among citizens.
Another example is the ‘Repubblica Digitale’ initiative, which promotes digital skills at all
levels of the Italian economy and society. This multi-stakeholder initiative involves over 120
organisations and has launched more than 130 projects to improve digital literacy.
The main factors of success that have made these advances possible at contributed to
the better alignment, compared to the past, of the national actions with the priorities
established at European level, as highlighted in the Recommendation on VET and the
Osnabrück Declaration. This has helped to guide interventions towards common and shared
goals. Enhanced collaboration among educational institutions, businesses, local entities, and
other key actors played a crucial role in fostering effective and sustainable initiatives through
the construction of regional networks and strategic partnerships aimed at sharing resources
and best practices. For example, the initiative ‘Pact for Skills’ aims to foster effective and
sustainable partnerships by sharing resources and best practices, contributing significantly to

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the development of regional networks and strategic collaborations.
Regarding the development of social and labour policies in Italy, the programming
approach has changed significantly to respond more effectively to challenges that emerged
during the pandemic crisis, focusing on greater flexibility, resilience, and customisation, to
adapt policies to a rapidly changing socio-economic context. Key changes include the
reinforcement of local employment services, making them more homogeneous and capable
of supporting structural economic reforms and a personalised approach to active labour
policies, considering the specific needs and situations of workers, particularly the most
vulnerable ones. Additionally, emphasis was placed on the structural and structured linkage
of active policies with the labour market, to promote greater integration and coherence
between policies and market needs, and on the necessity of regional planning and monitoring
to verify expected results and policy effectiveness.
The NRRP plays a pivotal role in planning social and labour policies in Italy, directing
investments and reforms needed to strengthen policies, promoting employability, vocational
training, adjustment to labour market needs, and the resilience of the country's economic and
social system. The NRRP also promotes the revision of the governance of the vocational
training system in Italy through the adoption of the ‘National New Skills Plan’ in 2021. A key
goal is to maintain coherence with European objectives: the NRRP aligns with the strategic
goals of the European Union, particularly regarding the promotion of social inclusion, the
creation of quality work, and the advancement of training and education.
Current policies and reforms aim to strengthen active labour policies, vocational training
and VET governance. These measures aim, on one hand, to support the employability of
transitioning workers and the unemployed through the expansion of active labour policy
measures, with particular attention to vocational training and job placement; on the other hand,
to promote the revision of the governance of the vocational training system through the
National New Skills Plan, ensuring a training supply aligned with the labour market needs.
This plan represents a commitment by the Italian government to define essential levels of
education and vocational training, coordinating measures in upskilling and reskilling aimed at
fostering professional mobility and increasing business competitiveness. The plan envisages
also the enhancement of the dual system, which promotes the acquisition of new skills by
young people through school-work alternation and dual apprenticeship contracts. Measures
include aligning technical and vocational education offerings with market needs, particularly
regarding skills related to digital, green, and environmental sustainability transitions.
Finally, it is worth noting: the reform of professional institutes (2017), which has involved
radical changes to the educational and organisational structure of professional institutes, to
personalise the educational supply based on labour market needs and adapt learning to the
individual needs of students; the relaunch of the integrated local networks of education,
training and employment services, which includes the array of public and private services
linked to strategies for economic, employment, social and personal growth, to expand the
audience of beneficiaries of lifelong learning services and facilitating job placement.

CHAPTER 5. Challenges of implementation

The EU Recommendations and the priorities set at the European and national level have

14
accelerated and reinforced the process of reform and modernisation of the Italian VET system.
Despite the definition of priorities, policies and strategies and their implementation phases,
the challenges remain. First, the governance of the system and the stakeholders’ commitment
to collaborate and cooperate in the implementation of VET and VET-related policies, at
national, regional and local levels, are strengthening.
Since interventions from the policymakers and decision-makers are registered concerning
all the European priorities, the most challenging aspect is connected to the coordination of the
policies, avoiding redundancies in specific fields, allowing a good allocation of the resources
available.
The coordination of all the involved stakeholders who are called upon in the territories to
carry out this implementation function and the anchoring to the forecast scenarios of the skills
and training needs local, are essential conditions for avoiding delays and obstacles related to
the efficient allocation and reallocation of financial resources, in a system which is, as
described in the previous chapters, in a continuous, profound and rapid transformation.
The role in the reform and its implementation through the NRRP and other programmes
is pivotal, especially in terms of financial resources. Therefore, it is also important to consider
the challenges related to both the implementation and the conclusion of the NRRP and other
funding schemes.
The need to achieve various alignments (between stakeholders, programmes, plans,
financing, etc.) also arises with an element of attention regarding the innovation and
development activities of the system and directly involves all Programmes, including those
promoted by the European Union, which absolutely must overcome the risk of being reduced
to mere formal requirements.

CHAPTER 6. Conclusions
In 2023, Italy achieved significant progress in education and vocational training, focusing on
adaptability, innovation, inclusiveness and digitalisation of the VET education system. Various
initiatives were implemented to address these aspects effectively.
Regarding adaptability, the Labour Decree 2023 introduced provisions for cross-skilling and
guidance pathways, promoting alignment with labour market needs. This integration between
education and work environments enabled young people to acquire skills matching labour
market demands. Additionally, the validation of non-formal and informal skills enhanced
transparency and accessibility to certification services, boosting workers' professional growth
and employability.
The establishment of the ITS Academies was a notable step towards innovative
vocational training policies. It enhanced young people's technical and technological skills,
making them more competitive in the labour market. The National Plan for Digital Education
further promoted digital skills development, ensuring citizens' preparedness for the digital
transformation era and active participation in society.
Moreover, funding aimed at promoting social and work inclusion reduced inequalities and
boosted the employability of disadvantaged groups. These measures aim to provide equal

15
opportunities for access to training and work, fostering social cohesion and sustainable
growth.
To overcome challenges in implementing education and vocational training policies,
collaborative efforts, effective governance, policy coordination and efficient resource use are
essential. Better governance and collaboration among stakeholders at national, regional and
local levels can be facilitated through coordination platforms, exchange of good practices, and
shared monitoring mechanisms.
To ensure efficient resource allocation and avoid overlaps, coordination of different
education and training policies is crucial. This includes defining common goals, creating
synergies among programmes, and adopting integrated approaches aligned with European
and national priorities. Effective use of available financial resources, especially through
programmes like the NRRP, requires careful planning and management.
Additionally, ongoing training and development of digital skills among education and
training professionals are vital for supporting the system's digital transformation and
innovation. Looking ahead to 2024-25, measures such as robust monitoring and evaluation
systems, ongoing training for sectoral operators, enhanced collaboration among stakeholders,
and promotion of innovation and digitalisation will further strengthen the VET system in Italy.
These efforts aim to ensure the system's effectiveness and relevance in addressing the
evolving economic and social landscape.

References
[URLs accessed 03.05.2024]
ANPAL. (2023). Nota di Monitoraggio GOL n. 14/2023, Collana Focus Anpal n. 169.[GOL
Monitoring Note] https://www.anpal.gov.it/programma-gol
INAPP (2023). Rapporto Inapp 2023. Lavoro, formazione, welfare. Un percorso di crescita
accidentato.[ Inapp Report 2023. Work, training, welfare. A bumpy growth path]
https://www.inapp.gov.it/pubblicazioni/rapporto/edizioni-pubblicate/rapporto-inapp-2023
Ministry of Labour and Social Policies, & Ministry of Education and Merit. (2021). Piano
strategico nazionale per lo sviluppo delle competenze della popolazione adulta [National
strategic plan for the development of the adult population skills].
https://www.lavoro.gov.it/temi-e-priorita/orientamento-e-formazione/focus-
on/Formazione/Documents/Piano-adulti-versione-def.pdf
Ministry of Labour and Social Policies, & Ministry of Education and Merit. (2022). Piano
Nazionale Attuazione Italia [National Implementation Plan Italy].
https://www.inapp.gov.it/wp-content/uploads/2023/01/PNA-Italy.pdf
Ministry of Education and Merit. (2023). Piano Nazionale Scuola Digitale. Rapporto del
Comitato Tecnico Scientifico [National Digital School Plan. Report of the Technical
Scientific Committee]. https://partecipa.gov.it/processes/piano-nazionale-scuola-
digitale/f/266/
Ministry of Education and Merit. (2023). Una strategia per l’innovazione digitale della scuola -
Documento propedeutico all’attualizzazione del PNSD, Roma 16 maggio 2023 [A strategy
for digital innovation in schools - Preparatory document for the updating of the PNSD].
https://scuoladigitale.istruzione.it/wp-content/uploads/2023/05/PNSD-Documento-
propedeutico-maggio-2023_rev.pdf
Ministry of Education and Merit, & Presidency of the Council of Ministers. (2023). Report

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 finale della consultazione Piano Nazionale Scuola Digitale [Final report of the National
Digital School Plan consultation]. https://partecipa.gov.it/processes/piano-nazionale-
scuola-digitale/f/266/
ReferNet Italy; & Cedefop (2023). Italy: reform of higher technical institutes (ITS Academy).
National news on VET. https://www.cedefop.europa.eu/en/news/italy-reform-higher-
technical-institutes-its-academy
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https://www.lavorodirittieuropa.it/images/VARESI.pdf

List of abbreviations and acronyms

ADI Assegno di inclusione (Inclusion Allowance)
CTS Comitato Tecnico Scientifico (Technical Scientific Committee)
Garanzia Occupabilità dei Lavoratori (Worker Employability
GOL
Guarantee)
Istituto Nazionale Assicurazione contro gli Infortuni sul Lavoro
INAIL
(National Institute for Insurance against Accidents at Work)
Istituto Nazionale per l’Analisi delle Politiche Pubbliche (Italian
INAPP
National Institute for the Analysis of Public Policies)
Istituto Nazionale della Previdenza Sociale (National Institute for
INPS
Social Security)
ISTAT Istituto nazionale di statistica (Italian National Institute of Statistics)
ITS Istituti Tecnici Superiori (Higher Technical Institutes)
Individuazione Validazione e Certificazione delle Competenze
IVC
(Identification, Validation and Certification)
Percorsi per le Competenze Trasversali e per l'Orientamento
PCTO
(Pathways for Transversal Skills and Orientation)
Piano Nazionale di Ripresa e Resilienza (National Recovery and
PNRR
Resilience Plan)
PNSD Pian Nazionale Scuola Digitale (National Implementation Plan)
Quadro Nazionale delle Qualifiche (National Framework of
QNQ
Qualifications)
Quadro Nazionale delle Qualifiche Regionali (National Framework
QNQR
of Regional Qualifications)
SFL Supporto formazione e lavoro (Support for Training and Labour)
Sistema Informativo per l'Inclusione Sociale e Lavorativa
SIISL
(Information System for Social and Labour Inclusion)
Sistema Nazionale di Certificazione delle Competenze (National
SNCC
Competency Certification System)
Tavolo Interistituzionale sull’Apprendimento Permanente
TIAP
(Interinstitutional Roundtable on Lifelong Learning)

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