- 2015Approved/Agreed
- 2016Implementation
- 2017Implementation
- 2018Implementation
- 2019Implementation
- 2020Implementation
- 2021Implementation
- 2022Implementation
- 2023Implementation
- 2024Implementation
Background
The need to improve the coordination of work-based training in the education system and a greater cooperation between schools and local communities.
Objectives
The main objective of the Good school reform is to boost school-to-work transition by increasing employment opportunities and guidance for students.
Description
On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), 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 learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at least 200 hours in general education schools (lyceums) and 400 hours in technical and vocational schools. The reform (and operational guidelines for upper secondary schools issued by the education ministry in 2015) provides definitions and rules for school - work alternance. According to the provisions, practical training may take place in an enterprise, or through a virtual training enterprise, or through apprenticeship. Host institutions that have training capacity are listed on a National alternance repository, held by chambers of commerce. The training pathway starts with the programming of school-work exchange programme activities, followed by the implementation of the training programme, with the assistance of a training tutor. Final assessment and certification of competences then take place. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools and...
On 13 July 2015, the Italian government adopted a reform of the national education system called the Good school (La Buona Scuola), 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 learners. The reform has made it compulsory for all learners attending the last three years of upper secondary school to take part in a school-work exchange scheme for at least 200 hours in general education schools (lyceums) and 400 hours in technical and vocational schools. The reform (and operational guidelines for upper secondary schools issued by the education ministry in 2015) provides definitions and rules for school - work alternance. According to the provisions, practical training may take place in an enterprise, or through a virtual training enterprise, or through apprenticeship. Host institutions that have training capacity are listed on a National alternance repository, held by chambers of commerce. The training pathway starts with the programming of school-work exchange programme activities, followed by the implementation of the training programme, with the assistance of a training tutor. Final assessment and certification of competences then take place. The reform calls for improving the coordination of work-based training in the education system and greater cooperation between schools and local communities. From 2015 to date, a significant number of 'protocol agreements' were signed between the education ministry and different industry organisations. The agreements concern a cooperation framework aiming to support the implementation of school-work exchange projects, including apprenticeship.
The learning process in work-school alternation can favour the strengthening of some key competences (entrepreneurship competence, personal and social competence) thanks to the integration between the two formal and non-formal contexts.
The Law 107/2015 (the Good school, La Buona Scuola) contains several measures aimed at improving skills outcomes, enhancing school management practices, recognising the important role of teachers and tutors/mentors, in smoothing students' transition from school to work. The reform also introduces the National plan for digital education (PNSD).
The Good school Law states that teachers' in-service training is compulsory. The law also provides incentives to support continuing teacher training and systematic need analysis mechanisms.
As a result of the national strategy for competences/skills, soft skills were promoted through the introduction of a national model of 'dual' education and training in 2015. This was achieved by means of reinforced and compulsory work-school alternation schemes and through apprenticeship schemes linked to quality learning pathways leading to the acquisition of qualifications from EQF levels 3 to 8 of the education and training system.
In 2017, the implementing Decree No 59 (Decreto Legislativo 59 del 13 aprile 2017 - Formazione iniziale e reclutamento docenti scuola secondaria) of Law 107/2015 (the Good school) defined criteria for the recruitment of school teachers. Additional criteria were issued for the duties and functions of the teacher/tutor who oversees the alternation processes.
In August 2019, in the well-established legislative and institutional framework of the IeFP system, the most significant novelty was the approval of the agreement in the State-regions conference - the education and labour ministers, Regions and Autonomous Provinces of Trento and Bolzano -which redefined the educational content of IeFP paths.
This agreement updated the National repertory of educational, training and vocational qualifications, revisiting existing ones and introducing new qualifications, and minimum training standards of basic and technical-professional skills.
The repertory responds to the needs, strongly felt by companies at local level, to adapt the training offer to the following aspects: the process and product innovations of the reference sectors of the IeFP supply chain and the lack of certain professional profiles figures in the labour market; the need for renewed basic and soft skills; and connection with the nomenclature of the Atlas of work and qualifications.
A second element of innovation was the legislative revision of the subsidiarity system (Legislative Decree 61/2017), the IeFP paths carried out by professional institutes, with a view to greater attention to the work-oriented training component (school-work alternance, teaching skills, etc.).
Promotion of the dual system in IeFP aimed at relaunching apprenticeship for the acquisition of qualifications and diploma within the IeFP supply chain. It included the allocation of public resources from the Government (and in particular from the labour ministry) for the realisation of paths characterised by a high amount of in-company training (minimum of 400 hours per year) or virtual business simulation.
Budget Law 2019 renamed the School-work exchange programme to pathways to transversal competence and guidance (PCTO) and reviewed the total duration of courses. In general education schools (lyceums), the duration is not less than 90 hours (instead of 200 hours previously) in total for the last three years. For technical schools and for vocational schools, the total duration may not be less than 150 hours and 210 hours respectively (instead of 400 hours previously).
The ministerial Decree No 774 of 4 September 2019, and the related guidelines (Pathways to transversal competence and guidance (PCTO) committed schools to support their learners in developing basic career management skills. Schools' commitment is also valid for curriculum innovation with an orientation connotation, the provision of minimum standards and the offer of tutoring and career guidance support.
Law No 107/15 had established the so-called teachers' bonus, aimed at 'making the most of regular teachers' staff merit', by allocating EUR 200 million to be provided to those 'deserving', based on criteria defined by the teachers' evaluation committee, integrated for this purpose by representatives of partners, students from upper secondary schools and an external expert.
The 2020 budget Law No 160/19, expanded the allocation of funds to the administrative and technical employees working in schools, not teaching staff (ATA staff) and not just teachers.
The approval of the National Supplementary Collective Agreement (CCNI) 2020, for the school year 2020/21 which regulates the mobility of teaching, educational and administrative staff, with a permanent employment relationship, was also finalised with the implementation of Law No 160/19. Teachers' bonus is subject to a negotiation procedure between the competent authorities, responsible for the collective arrangements for the education sector: i.e. the education ministry and the representatives of respective syndicates such as F.L.C.-C.G.I.L., C.I.S.L.-SCUOLA, U.I.L.-SCUOLA, S.N.A.L.S.- C.O.N.F.S.A.L. and GILDA-UNAMS (the bonus must always be aligned with the ceilings set in the education ministry's budget).
In July 2021, the Ministerial Decree No 11 (of 7 January 2021), which acknowledges the agreement between the Government and the regions and autonomous provinces of Trento and Bolzano of 10 September 2020 (Rep. Acts No 156/CSR) was published on the education ministry's website. This is a provision that derives from the decree for the reorganisation of vocational education (Article 8, paragraph 2 of Legislative Decree 61/17, implementing Law 107/15).
The Decree provides for the remodelling of the previous agreement in the permanent conference of 10 May 2018, Rep. Acts No 100/CSR, implemented by the inter-ministerial Decree of 22 May 2018. It relates to the definition of the phases of the transitions between vocational education (IP) and vocational education and training courses (IeFP) included in the National repertory of vocational education and training offer, concerning the integration and modification of the National repertory of national reference figures for vocational qualifications and diplomas, the updating of the minimum training standards related to basic skills and of the intermediate and final certification models for education and vocational training courses.
The repertory of vocational education and training offer was redefined and updated, taking into account not only recent regulatory changes, but also the need to adapt training courses to the rapid evolutions of the world of work and the need for connection with the nomenclature and areas of activity of the Atlas of work and qualifications.
With Ministerial Decree No 267 of 24 August 2021, implementing Legislative Decree No 61/17, the certificate/diploma of competences was adopted for vocational education paths. The model of the certificate/diploma of competences maintains the reference to the knowledge, skills and competences referred to in the annex to Decree No 267 and does not modify the certification provisions envisaged for the study paths at upper secondary level.
In implementation of the Legislative Decree No 61 of 13 April 2017, Revision of vocational education paths in compliance with article 117 of the Constitution, as well as connection with vocational education and training paths, the inter-ministerial Decree No 358 -between the ministries of education and labour - of 23 December 2021 was enacted. The Decree defines criteria and methods for the organisation and operation of the national network of vocational schools.
The national Network of vocational schools is made up of public schools and education institutions that offer all levels of vocational education (these vocational paths were indicated in Article 3, paragraph 1, of Legislative Decree No 61/2017) and by training institutions, which are accredited by the regions according to performance indicators which were defined in 2005.
The national network of vocational schools has, amongst others, the following purposes:
- to promote innovation and permanent connection with the world of work;
- to promote the Technical and vocational school programmes at upper secondary level (EQF level 4) (IP) and the Regional VET (IeFP) systems (EQF levels 3-4) (also by improving the dual system);
- to support and encourage, at national and regional levels, the connection between the IP system and the IeFP system;
- to promote the training offer within the IP and IeFP systems in a way that facilitates the development of 'territorial eco-systems' of economic and social innovation open to collaboration with other territorial training offers.
In 2022, the Draft Decree for the Definition of Criteria and Methods for the Organisation and Functioning the National network of vocational schools, was signed by the education ministry in agreement with the labour ministry and was published in the Official Gazette series general (SG), No 47. The management of the network's activities was assigned to the National Steering and Coordination Committee composed of 12 representatives and a management board, by Decree of the Director General for School Systems. The committee may approve the establishment of other thematic groups, territorial committees, etc.
In 2022, the Ministerial Decree No 164, entitled Frameworks and evaluation grids for the second written test of the state examinations in vocational schools, (pursuant to Legislative Decree No. 62, 2017) was published in the Official Gazette SG No 234. To support schools in implementing the second written test the education ministry published a note (protocol No 23988).
In 2022, Law N. 99, Introduction of the Tertiary System of Higher Technological Education was published in the Official Gazette SG No. 173. The law introduces the Tertiary System of Higher Technological Education, consisting of the ITS (Higher Technical Institutes - Istituti Tecnici Superiori), which were renamed to ITS Academy (Higher Technological Institutes -Istituti Tecnologici Superiori). The ITS system reform was foreseen as a milestone in the National recovery and Resilience plan (PNRR). It aims to consolidate ITSs in the national system in relation to the tertiary education level and to strengthen their active presence in the world of entrepreneurship at a local level. Implementing provisions started being drafted to finalise/complete all operational/implementation aspects of the reform.
The Decree Law No 144 of 23 September 2022 Further urgent measures on national energy policy, business productivity, social Policies and for the implementation of the National Recovery and Resilience Plan, and other measures for the implementation of the National Recovery and Resilience Plan was approved including the reform of ITS Academy. The aim is to strengthen the already existing relationship between schools and the labour market, in line with the demands of the PNRR, and to simplify the administrative procedures for the transition.
Decree-Law No. 198, of 2022, Urgent Provisions on Legislative Deadlines was converted with amendments by Law No 14 of 24 February 2023, and acts on the extension in school year 2022/23 regarding the waiver of the requirement about the attendance the PCTO for internal and external candidates (i.e. students of public and private schools respectively) in order to participate to the final State examinations.
Through the Decree of 15 February 2024, n. 58, a new annex (Annex 4) was introduced to the interministerial decree of 24 May 2018, n. 92, for the combination of vocational education paths with the new national repertoire of national reference figures for professional qualifications and diplomas (IeFP) referred in the State/Regions Conference Agreement of 1 August 2019. At the same time, changes and additions were made to Annex 2 of the same decree relating to the provision of new ATECO codes (Classification of Economic Activity), for some fields of study, and/or professional economic sectors (SEP) for a more efficient training offer by educational institutions in accordance to article. 3, paragraph 5, of legislative decree no. 61/2017. With the Law 8 August 2024, n. 121 the technological-professional training chain was established. The administrative experimentation of the technological-professional training chain had already been started with the Ministerial Decree no. 240 of 7 December 2023. The establishment of the technological-professional training chain aims to respond to the educational, cultural and professional needs of the young generations and the needs of the national production sector according to the objectives of the 'Industry 4.0' national plan. It also aims to verify the effectiveness of the planning of an integrated training offer favouring the connection between the courses offered at the technical and professional institutes, the training institutions accredited by the Regions that provide VET and IFTS courses, and the ITS Academies, at national and territorial level. with the world of businesses, professions and the various other stakeholders.
Starting from the school year 2024-25, a new high school path, called Liceo del made in Italy was established, based on the Law 27 December 2023, n. 206 (article 18).This new path allows the students to deepen the study of economics and law, with attention to mathematical, physical and natural sciences and the analysis of historical, geographical, artistic and cultural scenarios which 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.
The education ministry, in agreement with the labour ministry, promoted the Legislative Decree of 4 May 2023 n. 48, which includes a provision that extended the protection of the national insurance against accidents at work, to encompass students and staff of the national education and training system, vocational tertiary training and higher education, including all service activities home-work journey and all students' activities, including study trips.
Bodies responsible
- Ministry of Education and Merit
- Ministry of Labour and Social Policies
- Ministry of Education (until 2022)
- Ministry of Education, Universities and Research (until 2019)
Target groups
Learners
- Learners in upper secondary, including apprentices
Education professionals
- Teachers
- Trainers
- School leaders
- Adult educators
- Guidance practitioners
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 to the integration of VET into economic, industrial, innovation, social and employment strategies, including those linked to recovery, green and digital transitions, and where VET is seen as a driver for innovation and growth. It includes national, regional, sectoral strategic documents or initiatives that make VET an integral part of broader policies, or applying a mix of policies to address an issue VET is part of, e.g. in addressing youth unemployment measures through VET, social and active labour market policies that are implemented in combination. National skill strategies aiming at quality and inclusive lifelong learning also fall into this sub-category.
This thematic sub-category refers to the ways VET is funded at the system level. Policies include optimisation of VET provider funding that allows them to adapt their offer to changing skill needs, green and digital transitions, the social agenda and economic cycles, e.g. increasing the funding for VET or for specific programmes. They can also concern changing the mechanism of how the funding is allocated to VET schools (per capita vs based on achievement or other criteria). Using EU funds and financial instruments for development of VET and skills also falls into this sub-category.
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.
VET standards and curricula define the content and outcomes of learning, most often at national or sectoral levels. VET programmes are based on standards and curricula and refer to specific vocations/occupations. They all need to be regularly reviewed, updated and aligned with the needs of the labour market and society. They need to include a balanced mix of vocational and technical skills corresponding to economic cycles, evolving jobs and working methods, and key competences, providing for resilience, lifelong learning, employability, social inclusion, active citizenship, sustainable awareness and personal development (Council of the European Union, 2020). The thematic sub-category also refers to establishing new VET programmes, reducing their number or discontinuing some. It also includes design of CVET programmes and training courses to adapt to labour market, sectoral or individual up- and re-skilling needs.
This thematic sub-category is about the way learners learn, how the learning is delivered to them, and by what means. Programmes become more accessible through a combination of adaptable and flexible formats (e.g. face-to-face, digital and/or blended learning), through digital learning platforms that allow better outreach, especially for vulnerable groups and for learners in geographically remote or rural areas.
This thematic sub-category refers to acquisition of key competences and basic skills for all, from an early age and throughout their life, including those acquired as part of qualifications and curricula. Key competences include knowledge, skills and attitudes needed by all for personal fulfilment and development, employability and lifelong learning, social inclusion, active citizenship and sustainable awareness. Key competences include literacy; multilingual; science, technology, engineering and mathematical (STEM); digital; personal, social and learning to learn; active citizenship, entrepreneurship, cultural awareness and expression (Council of the European Union, 2018).
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.
Teachers, trainers and school leaders competences
Competent and motivated VET teachers in schools and trainers in companies are crucial to VET becoming innovative and relevant, agile, resilient, flexible, inclusive and lifelong.
This thematic category comprises policies and practices of initial training and continuing professional development approaches in a systemic and systematic manner. It also looks at measures aiming to update (entry) requirements and make teaching and training careers attractive and bring more young and talented individuals and business professionals into teaching and training. Supporting VET educators by equipping them with adequate competences, skills and tools for the green transition and digital teaching and learning are addressed in separate thematic sub-categories.
The measures in this category target teachers and school leaders, company trainers and mentors, adult educators and guidance practitioners.
This thematic sub-category refers to all kinds of initial and continuing professional development (CPD) for VET educators who work in vocational schools and in companies providing VET. VET educators include teachers and school leaders, trainers and company managers involved in VET, as well as adult educators and guidance practitioners – those who work in school- and work-based settings. The thematic sub-category includes national strategies, training programmes or individual courses to address the learning needs of VET educators and to develop their vocational (technical) skills, and pedagogical (teaching) skills and competences. Such programmes concern state-of-the-art vocational pedagogy, innovative teaching methods, and competences needed to address evolving teaching environments, e.g. teaching in multicultural settings, working with learners at risk of early leaving, etc.
This thematic sub-category refers to measures aimed at engaging more professionals into teaching and training careers, including career schemes or incentives. It includes measures enabling teaching and training of staff, managing VET provider and trainer teams in companies to act as multipliers and mediators, and supporting their peers and/or local communities.
This thematic sub-category is in line with the EU policy focus on the digital transition, and refers to professional development and other measures to prepare and support teachers and trainers in teaching their learners digital skills and competences. It also covers measures and support for them to increase their own digital skills and competences, including for teaching in virtual environments, working with digital tools and applying digital pedagogies. Emergency measures taken during the COVID-19 pandemic also fall into this sub-category.
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
- VET as an attractive choice based on modern and digitalised provision of training and skills
Osnabrück Declaration
- Establishing a new lifelong learning culture - relevance of continuing VET and digitalisation
Subsystem
Further reading
Country
Type of development
Cedefop, & ReferNet. (2025). The Good school and subsequent reforms: 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/28314