Strengthening key competences in education and training

Law 145/2018 changed the objectives of the school-work transition pathways to Transversal competence and guidance pathways (PCTO, Percorsi per le Competenze Trasversali e per l'Orientamento). PCTO focus on guidance and counselling systems - as an integral part of the curriculum to help all individuals to develop their full potential. PCTO is aligned with the Council Recommendation of 22 May 2018, on four specific key competences for lifelong learning: personal, social and learning to learn competence, citizenship competence, entrepreneurship competence, as well as cultural awareness and expression competence. The PCTO are compulsory for all in the last three years of upper secondary school by planning 90 hours of activity in general education, 150 hours for technical and 210 hours for vocational education and training pathways. Learners spend part of this time at school, as an initial experience, and part in the host organisation. The education ministry-via PCTO- supports skills competitions, which are considered a great opportunity for learners to demonstrate their potential. PCTO also contributes to enhancing the attractiveness and quality of the learning approach.

In 2020, due to the COVID-19 pandemic, the obligation to carry out the minimum hours of the last three years of study pathways was suspended. However, most of the learners had significant PCTO experiences and demonstrated their abilities before the examination board during the State exam interview. The presentation was accompanied by a short report and/or a multimedia project, to complete the cultural, educational and professional profile achieved as a result of the stream.

Starting from the 2020/21 academic year, the curriculum where civic skills are defined was attached to the diploma obtained at the end of the upper secondary education State exam. This proved to be a useful tool for guiding learners in their progression either to education (tertiary pathways) and/or the world of work.

Also in 2020, a portal was developed. It proved very useful for schools, and particularly teachers, as it contained useful information and materials on teaching civic competence. The new transversal teaching and the material of the portal are based on the following: the constitution; law (national and international); legality and solidarity; sustainable development; environmental education; knowledge and protection of heritage and the territorial culture; and digital citizenship.

In the academic year 2021/22, due to the effects of the COVID-19 pandemic the obligation to carry out the minimum hours of the last three years of study pathways was suspended. However, multiple PCTO experiences had been carried out by learners and their presentation and critical analysis was accompanied, during the exam interview, by a short report and/or a multimedia project.

In 2021, the education ministry continued to promote national competitions and Olympics to achieve different goals and purposes: stimulating interest in innovation and creativity, training, guiding and activating the development and consolidation of team building and problem-solving skills, developing the ability to transform ideas into actions. These initiatives were in accordance with the Recommendation on key competences for lifelong learning. Examples -worth noted- of such promotional activities are: the problem-solving Olympics, the ITC Olympics- in which upper secondary school learners participate, involve the construction of a working prototype, capable of performing a complete action- the national competitions for technical and vocational institutes and the robotics Olympics.

The national competitions for technical and vocational institutes, were managed directly by VET educational institutions at upper secondary level. They include elaboration of cases and / or of the development and realisation of projects related to each professional and technical study field and are based on the reality of the labour market.

According to the legal framework in force, the final interview which is part of the State exam for the completion of the upper-secondary education (known as the second cycle of education) assesses if learners have acquired the civic skills defined in the school curriculum.

During 2021, a series of operational indications were provided to schools and learners attending the last year of the upper secondary level, regarding the preparation, enhancement, and release of the curriculum. The curriculum is a document that contains the entire profile of the learner, information related to the school background, the certifications acquired, and the extracurricular activities carried out over the years.

In May 2021, specific instructions were issued for the compilation of the curriculum for learners in prison (Note of the Directorate-General for School Systems, Evaluation and Internationalisation of the National Education System (DGOSVI) protocol No 10681 of 5 May 2021).

On 9 February 2022, due to the importance given to the development of the key citizenship competence, a group of experts and a technical-scientific committee were created by the education minister (pursuant to the provisions of Law No 92/2019). These committees were entrusted with the task of monitoring the implementation of law No 92 of 2019, which introduced the teaching in schools of civic education, from kindergarten to all education levels.

The group of experts will have the task of providing advice and support on the transversal teaching of civic education to the education minister and assist in the final draft of the guidelines which were issued with Ministerial Decree No 35 of 2020. It will also formulate proposals, projects, and training courses.

The technical-scientific committee has the mandate to carry out consultative tasks and make proposals, concerning the timetable, forms and methods for monitoring the activities carried out by the schools.

The Ministerial Decree No. 161 of 14 June 2022, as part of the actions funded by the National Recovery and Resilience Plan - Next Generation EU (PNRR), combined with the Ministerial Decree No. 222 of 11 August 2022-issued by the education ministry- entitled Decree of allocation of resources for the implementation of 'outstanding projects' adopted the School 4.0 plan. This plan aligns national measures and with the European Digital Education Action Plan 2021-27 - Rethinking Education and Training for the Digital Age

In October 2022, with DGOSVI note 25084, the Guidelines for the implementation of the competence guarantee pathways of the adult population (PGCA Guidelines) (which are aligned with the National strategic plan for the development of skills of the adult population adopted in 2021) were revised and approved by the P.A.I.D.E.IA. National Working Group. These guidelines were developed to enable Provincial Centres for Adult Education (CPIAs) in designing and implementing consistently the Competence guarantee pathways (PdGC). The guidelines are fully aligned with the Recommendation of the Council of the European Union - 22 May 2018 on key competences. In these terms every training activity and expansion of education programmes aim to assist adults to acquire basic skills (mathematical, literacy, language and digital skills) and transversal skills (teamwork skills, creative thinking, entrepreneurship, critical thinking, problem-solving or learning to learn skills and financial literacy).

Ministerial Decree, No 328 Guidelines for lifelong guidance of 22 December 2022 related to the reform 1.4 of the National Recovery and Resilience Plan(PNRR), has the purpose to implement the reform of the lifelong guidance system indicated in the PNRR lifelong guidance reform.

In January 2023 - in alignment with the Ministerial Decree School plan 4.0 of 2022 - and for supporting schools and all stakeholders involved in innovation processes, a Note (Protocol No 4302, 14 January 2023) was issued by the education ministry. The note contains clarifications and answers to frequently asked questions (FAQs). Its concluding part outlined the organisational and didactic structure of the learning pathways, contained details on their formation and design, about the relevant modes of attendance and also details on the certificates that learners receive after successful completion. Indicators for the recognition of the acquired competencies were also included.

In 2024, two public notices have been issued to schools concerning the Priority 1 of the National Programme 'PN School and Skills 2021-2027' on the 'Northern Agenda and Summer Plan', which aims to promote learning, inclusion, and socialisation during the summer and the Priority 2 'School and Skills Facilities' (ERDF) whose objective is to improve equal access to quality and inclusive services in the field of education, training and lifelong learning through the development of accessible infrastructure, including by promoting the resilience of online and distance education and training.The education ministry is responsible for operationg the National Programme, which is financed by the European Regional Development Fund (ERDF) and the European Social Fund Plus (ESF+) and contains the strategic priorities of the education sector and has a duration of seven years. The aim of the National Programme is to improve the quality, inclusiveness, effectiveness and relevance of education and training systems to the labour market. It also aims to promote equal access and completion of inclusive and quality education, including through infrastructure development and enhancing lifelong learning.

With Ministerial Decree no. 183 of 7 September 2024, the new Guidelines for the teaching of civic education were adopted, which fully replace the Guidelines adopted with Ministerial Decree 22 June 2020, n. 35. The new guidelines, identify skills development goals and learning objectives for the first and second education cycle and raise awareness of responsible citizenship for nursery schools. The Italian education system is divided into two cycles: the first cycle includes primary school (5 years) and lower secondary school (3 years), while the second cycle includes upper secondary school (5 years) and vocational education and training programs (3 or 4 years).The guidelines are set according to the conceptual cores referred to in article 3 of Law August 2019, n. 92, 'Introduction of school teaching of civic education', which are interdisciplinary. These measures include an in-depth study of the Italian Constitution, the promotion of sustainable economic development, digital citizenship education, student inclusion and participation, and the promotion of health and healthy lifestyles. The guidelines are interdisciplinary and transversal, integrating with the various subjects of the school curriculum.

With Law 8 August 2024, n. 121, the new 'technological-professional chain' was established, aimed at building an education and training path capable of providing solid and innovative training to students, ensuring them the acquisition of quality theoretical and practical skills. This is achieved through the creation and offer of an integrated training which foresees the cooperation of technical and professional schools, ITS Academies, regional accredited bodies for the provision of VET, universities, businesses and other public and private entities. The creation of the technological-professional training chain aims to address the mismatch between the skills acquired when leaving school and the skills required by the rapidly and continuously evolving world of work, through innovative teaching/learning methodologies that connect, through different and structured work-based learning activities, training in the productive world of different territories. Some examples of key skills acquired include digital, technical, transversal, entrepreneurial, and linguistic skills. These skills are developed through an integrated approach involving technical and professional institutes, ITS Academy, regional entities, universities, and companies.

Beginning from the school year 2024-25 and in line with the establishment of the new technological-professional chain, a new high school path has been created, called 'Liceo del Made in Italy' which was approved with Law 27 December 2023, n. 206. It allows to deepen the study of economics and law, with attention to mathematical, physical and natural sciences and to the analysis of the historical, geographical, artistic and cultural scenarios that are the basis of the Italian productive fabric. Students will be able to learn about the historical and industrial evolution of the 'Made in Italy' production sectors and acquire skills and knowledge relating to business management, market strategies, and the development of the production and organisational processes of 'Made in Italy' companies.

Since 2023, the education has promoted the establishment of a technical working group, which was renewed by Departmental Decree prot. n. 678 of 20 March 2024. Its aim is to create a national project for providing the provincial centres for adult education (CPIA) with homogeneous criteria and a set of shared teaching tools, useful for the evaluation and recognition of existing knowledge and skills that adults have acquired through various experiences. This process helps adults entering the CPIA to receive appropriate credit for their prior learning, making it easier for them to achieve qualifications and continue their education or training. This activity derives from the provisions of the Presidential Decree 263/12, which also aims at 'enhancing the cultural and professional heritage of the person starting from the reconstruction of their individual history'. The final objective is to define operational instructions and develop guidelines and recommendations, to promote effective action by the CPIA for the process of evaluating and enhancing the skills of the adult population and recognising the related credits, for improving strategies and procedures during the certification of the skills acquired in learning experiences, and gained in different contexts, formal, non-formal and informal nature, by adults attending CPIA.