- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
In 2015, the general framework for VET was designed by the labour and education ministries, in cooperation with the Regions and autonomous provinces. The State-regions conference was in charge of defining the minimum set of education and training standards valid for all regions countrywide. Apprenticeship was in place. It implied a work contract and comprised both on-the-job and classroom training. Apprenticeship had been high in the VET policy agenda in the preceding decades; nevertheless, it had been mostly used to recruit cheap labour.
Objectives
The cooperation framework with industry has the following objectives:
- to introduce elements of flexibility to simplify the actual legislation and boost the attractiveness of apprenticeship amongst enterprises;
- to set up a specific pedagogical methodology aimed at reinforcing the school-work exchange programme.
Description
On 13 July 2015, the Italian government adopted a reform of the national education system emphasising alternance between classroom work and periods of workplace training. The main objective is to boost school-to-work transition by increasing employment opportunities and guidance for students. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools, local communities and companies.
The two policies work closely together to strengthen work-based learning experiences in schools. This includes apprenticeship that offers a more structured path, longer duration of on-the-job training, greater integration between companies and schools and, therefore, a greater opportunity for employment.
From 2015 to 2017, a number of 'protocol agreements' were signed between the education ministry and different industry organisations: the general confederation of Italian Industry (Confindustria), the National Association of Industrial Company Executives (Federmanager), the Federation of Italian Associations of Hotels and Tourism (Federalberghi), the Bank of Italy (Banca d'Italia). There are around 100 agreements at national level and 150 at regional level. These agreements concern a cooperation framework specifically aimed at supporting the implementation of school-work exchange projects, including apprenticeship.
In 2019, the protocol agreement between the education ministry and Federmeccanica (industrial association) ended. The results had been evaluated as positive.
Also, in 2019 a 'traineeship', pilot project involving Federmeccanica, Indire and the education ministry took place with the participation of 50 schools (in 18 Italian Regions) and companies. The participation scheme involved shared planning between schools and companies.
No protocol agreements were signed in 2020.
In 2021, some important memoranda of understanding were renewed (memoranda of this sort usually have a timespan of maximum two years). These renewed MoUs aimed to provide continuity to the activities started in previous years, to strengthen the collaboration between schools and the world of work and improve training, guidance, and employment opportunities for younger generations.
A significant development occurred in November 2021. An agreement was signed between the education ministry and Confindustria Moda. This agreement promotes training courses that allow the acquisition of technical-professional, relational, managerial and soft skills, that facilitate the matching between education institutions and companies affiliated with Confindustria Moda. The activated initiatives aim specifically to update teaching skills and to ensure that training courses are relevant to the labour market needs to the highest possible degree; they will also tackle persisting mismatches between VET provision and labour market demands. To promote the programme, and achieve the objectives of the agreement, a network of 82 education institutions called textile, clothing and fashion (TAM) was set up in collaboration with companies in sectors represented by Confindustria Moda. These institutions engaged in fruitful cooperation.
On 11 January 2022, with protocol n. 579, a memorandum of intent was signed between the education ministry and the Association of Italian Maîtres, Restaurants and Hotels to facilitate a smoother and more efficient school-to-work transition by expansion of practical training and work-based learning, particularly in the upper secondary and tertiary education cycle. Another objective concern strengthening territorial/regional/local relations between the VET school and the regional and local dimension labour market. To further support this aim, specific initiatives were promoted in relation to practical training in laboratories for the acquisition of technical-professional skills in a simulated work environment. Emphasis was given to assist learners in enhancing their communication and managerial skills in the catering sector and to partnerships between schools, public bodies and companies. Finally, guidance and career development activities were also promoted to facilitate learners in making informed choices of tertiary level study paths (academic or non-academic).
On 12 April 2022, a memorandum of intent was signed between the ministries of education, culture, agriculture and the Italian Sommelier Association (protocol n. 11). The aim is to promote and support knowledge of the economic, productive, and cultural history related to wine and oil production. To further support this aim a National day of wine and oil culture was established. The inter-ministerial protocol affected particularly VET provision of technical and vocational schools (EQF 4, ISCED 354) in the agricultural sector, and more specifically the following subject areas: Agriculture and rural development, enhancement of the products of the territory and management of forest and mountain resource and Food and Wine, hotel hospitality. Other subject areas were also affected.
On 26 May 2022, a memorandum of intent (protocol n. 13716) was signed between the education ministry and the Italian Union of Hotel Conciergerie (UIPA). The memorandum aims to promote the acquisition of technical-professional, relational and managerial skills, in the concierge, reception and hotel reception sector. Finally, the memorandum encourages collaboration between schools and UIPA for the optimal organisation of training activities and for enhancing the job prospects of learners participating in the respective sector.
On 5 October 2023, an agreement was signed between the Ministry of Education and Merit and the Ministry of Infrastructure and Transport (Prot. note 13.05 -10-2023) to increase the professionalism of drivers that transport goods and to enhance the characteristics of professionalism, modernity, technological development, environmental and social sustainability through adult training in the Provincial Centres for Adult Education (CPIA). Adult learners that participate in these courses can obtain the respective driving license and the professional certificate of professional competence for the transport of goods.
On 30 January 2024 a memorandum of understanding was signed between the education ministry and the Altagamma Foundation (Protocol no. 3 of 30/01/2024) for a fruitful collaboration aimed at the definition, implementation and promotion of projects and initiatives in favour of first- and second-year students of the second cycle of education. The objectives of the memorandum signed are:
- the planning, programming and dissemination of innovative orientation and training courses, to contribute to the valorisation of talents and the strengthening of 'Made in Italy' professions;
- the experimentation of tools and operational models that promote synergies between the educational and training system and the economic and productive system of the diverse territory and;
- the promotion of training courses that consider the specific skills required by the economic sectors of the territories and by the companies belonging to the Altagamma Foundation.
In April 2024, a memorandum of understanding was signed between the education ministry and SNAM S.p.A. (Protocol n. 14231 of 10/04/2024). Through this memorandum, collaboration, connection and comparison between the education and training system and the world of work is promoted, in order to encourage the acquisition of technical skills by students, as well as relational and managerial skills.
In May 2024, a memorandum of understanding was signed between the education ministry and the National Association of employment agencies - ASSOLAVORO, on the topic of orientation and employability (Protocol n.13 of 9 May 2024), in order to encourage the synergy and the exchange of data on employment opportunities, useful for identifying possible improvements in the planning of interventions envisaged for secondary schools as part of the school guidance reform, with a view to promoting a greater connection between the education and training system and the world of work and facilitate the consistency of training orientation paths with the needs of the world of production and work.
Bodies responsible
- Ministry of Education and Merit
- Ministry of Education (until 2022)
- Ministry of Education, Universities and Research (until 2019)
- National and regional industry organisations
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- Trainers
- School leaders
- Guidance practitioners
Other stakeholders
- Social partners (employer organisations and trade unions)
Thematic categories
Governance of VET and lifelong learning
This thematic category looks at existing legal frameworks providing for strategic, operational – including quality assurance – and financing arrangements for VET and lifelong learning (LLL). It examines how VET and LLL-related policies are placed in broad national socioeconomic contexts and coordinate with other strategies and policies, such as economic, social and employment, growth and innovation, recovery and resilience.
This thematic category covers partnerships and collaboration networks of VET stakeholders – especially the social partners – to shape and implement VET in a country, including looking at how their roles and responsibilities for VET at national, regional and local levels are shared and distributed, ensuring an appropriate degree of autonomy for VET providers to adapt their offer.
The thematic category also includes efforts to create national, regional and sectoral skills intelligence systems (skills anticipation and graduate tracking) and using skills intelligence for making decisions about VET and LLL on quality, inclusiveness and flexibility.
This thematic sub-category refers both to formal mechanisms of stakeholder engagement in VET governance and to informal cooperation among stakeholders, which motivate shared responsibility for quality VET. Formal engagement is usually based on legally established institutional procedures that clearly define the role and responsibilities for relevant stakeholders in designing, implementing and improving VET. It also refers to establishing and increasing the degree of autonomy of VET providers for agile and flexible VET provision.
In terms of informal cooperation, the sub-category covers targeted actions by different stakeholders to promote or implement VET. This cooperation often leads to creating sustainable partnerships and making commitments for targeted actions, in line with the national context and regulation, e.g. national alliances for apprenticeships, pacts for youth or partnerships between schools and employers. It can also include initiatives and projects run by the social partners or sectoral organisations or networks of voluntary experts and executives, retired or on sabbatical, to support their peers in the fields of VET and apprenticeships, as part of the EAfA.
Modernising VET offer and delivery
This thematic category looks at what and how individuals learn, how learning content and learning outcomes in initial and continuing VET are defined, adapted and updated. First and foremost, it examines how VET standards, curricula, programmes and training courses are updated and modernised or new ones created. Updated and renewed VET content ensures that learners acquire a balanced mix of competences that address modern demands, and are more closely aligned with the realities of the labour market, including key competences, digital competences and skills for green transition and sustainability, both sector-specific and across sectors. Using learning outcomes as a basis is important to facilitate this modernisation, including modularisation of VET programmes. Updating and developing teaching and learning materials to support the above is also part of the category.
The thematic category continues to focus on strengthening high-quality and inclusive apprenticeships and work-based learning in real-life work environments and in line with the European framework for quality and effective apprenticeships. It looks at expanding apprenticeship to continuing vocational training and at developing VET programmes at EQF levels 5-8 for better permeability and lifelong learning and to support the need for higher vocational skills.
This thematic category also focuses on VET delivery through a mix of open, digital and participative learning environments, including workplaces conducive to learning, which are flexible, more adaptable to the ways individuals learn, and provide more access and outreach to various groups of learners, diversifying modes of learning and exploiting the potential of digital learning solutions and blended learning to complement face-to-face learning.
Centres of vocational excellence that connect VET to innovation and skill ecosystems and facilitate stronger cooperation with business and research also fall into this category.
This thematic sub-category covers all developments related to work-based learning (WBL) elements in VET programmes and apprenticeships which continue to be important in the policy agenda. It includes measures to stabilise the offer of apprenticeships, the implementation of the European framework for quality and effective apprenticeships, and using the EU on-demand support services and policy learning initiatives among the Member States. It also covers further expansion of apprenticeships and WBL to continuing VET (CVET), for transition to work and inclusion of vulnerable groups, and for improving citizens’ qualification levels.
Supporting lifelong learning culture and increasing participation
Lifelong learning refers to all learning (formal, non-formal or informal) taking place at all stages in life and resulting in an improvement or update in knowledge, skills, competences and attitudes or in participation in society from a personal, civic, cultural, social or employment-related perspective (Erasmus+, Glossary of terms, https://erasmus-plus.ec.europa.eu/programme-guide/part-d/glossary-common-terms). A systemic approach to CVET is crucial to ensure adaptability to evolving demands.
This broad thematic category looks at ways of creating opportunities and ensuring access to re-skilling and upskilling pathways, allowing individuals to progress smoothly in their learning throughout their lives with better permeability between general and vocational education and training, and better integration and compatibility between initial and continuing VET and with higher education. Individuals should be supported in acquiring and updating their skills and competences and navigating easily through education and training systems. Strategies and campaigns that promote VET and LLL as an attractive and high-quality pathway, providing quality lifelong guidance and tailored support to design learning and career paths, and various incentives (financial and non-financial) to attract and support participation in VET and LLL fall into this thematic category as well.
This thematic category also includes many initiatives on making VET inclusive and ensuring equal education and training opportunities for various groups of learners, regardless of their personal and economic background and place of residence – especially those at risk of disadvantage or exclusion, such as persons with disabilities, the low-skilled and low-qualified, minorities, migrants, refugees and others.
This thematic sub-category refers to providing high-quality lifelong learning and career guidance services, including making full use of Europass and other digital services and resources.
European priorities in VET
VET Recommendation
- VET agile in adapting to labour market challenges
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). Cooperation framework with industry: Italy. In Cedefop, & ReferNet. (2025). Timeline of VET policies in Europe (2024 update) [Online tool].
https://www.cedefop.europa.eu/en/tools/timeline-vet-policies-europe/search/28315