Lifelong Learning

MoPAct WP 3 Task 2 State of the Art of innovative, successful and sustainable approaches to working and learning longer: Lifelong learning National report: ITALY Authors: Marco Socci and Andrea Principi (INRCA - National Institute of Health & Science on Ageing) 15th October 2014 1 A BRIEF INTRODUCTION Law 92/2012 on “Provisions for the reform of the labour market in a perspective of growth“, provides for the first time a formal definition of lifelong learning: “lifelong learning includes learning activities, whether formal, non-formal or informal, undertaken throughout the life course with the aim of improving knowledge, skills and competences in a personal, civic, social and/or employment-related perspective“. According to the law, formal learning takes place in the education and training system as well as in Universities and high level arts, dance and music education institutes (AFAM). It leads to obtain a educational qualification or a vocational three- year qualification or diploma, also through an apprenticeship, or a different recognised certification (see below). Non-formal learning corresponds to an intentional learning choice of the learner carried out outside the formal system, in organisations with educational and training aims, in voluntary settings, national civil service or private social services as well as in enterprises. Instead, informal learning not necessarily corresponds to an intentional choice of the learner, but to activities and interactions in everyday life situations, at work, at home and in the leisure time (EURYPEDIA). The Survey on adults’ attitudes towards training (Indagine sui comportamenti formativi degli adulti-INDACO-Adulti) analyses learning activities of adults people (people aged 18-64), separately in formal, non-formal and informal categories, both in and out of the workplace. According to the survey, carried out in 2011, the level of participation in training of adult people during the 12 months prior to the interview is lower in the older age groups. However, while the participation of adults in informal learning is high and in non-formal learning is medium-low, participation in formal activities is residual (Table 1). Also according to the Adult Education Survey carried-out by EUROSTAT, in 2011 the participation rate of Italian adults in formal and non-formal education and training is quite low (EUROSTAT database; Angotti and Belmonte, 2012; ISFOL, 2012). Table 1: Participation in training activities by age groups; 2011 (%) Age groups Formal learning Non formal learning Informal learning 35-44 2.7 28.3 76.4 45-54 1.1 25.5 71.4 55-64 0.2 16.2 63.1 Source: ISFOL (INDACO), Indagine sui comportamenti formativi degli adulti (Survey on adults' attitudes towards training); year 2011, in Angotti and Belmonte (2012). “Adult education“ (educazione degli adulti) consists of educational activities to upgrade professional skills of adult people, or literacy their activities and cultural enrichment. These activities can be organized by a school in collaboration with local communities, also by involving stakeholders in the labour market and social partners at territorial level; they may be used to extend or integrate the education provided during compulsory schooling, or to replace compulsory education for early school leavers. These activities may include all what implies a personal cultural enrichment gained through either formal activities leading to obtain a formal title/certificate, or activities just aimed at enriching the personal culture. Concerning “formal education“, the domain “School education for adults” (istruzione degli adulti) is quite limited because it is only referred to the educational activities aimed mainly at the acquisition of literacy and Italian language courses, to the aim of increasing the educational level of adult people. “School education for adults“ have been established through a law that also established Provincial Centres for School Education for Adults (CPIA, Ministerial decree of 2 25/10/2007), which unified all the existing courses provided at the provincial level (Local permanent centres, evening classes held in all upper secondary schools and prisons). These centers have been reorganized in 2012. Among users of the latter centers there are those who have accomplished compulsory schooling, nevertheless they had left ordinary school pathways before obtaining a certificate, but now want to start again for various reasons (temporary unemployment or need to achieve a higher level of education for career progression). In the school year 2011/2012, 325,035 adults have attended adult education courses at the CPIA, of which 50.7% were Italian and 49.3% foreigners. 48% of Italian students had 40 years or more while among foreigners, the percentage of students 40 and older was 20.8% (Cedefop, 2014; INDIRE, 2013). Furthermore, the post-secondary (non academic) educational level offers three types of courses addressed both to young and adult people: courses belonging to the Higher technical education and training system (Istruzione e formazione tecnica superiore - IFTS), to the Higher Technical Institutes (Istituti Tecnici Superiori; ITSs) and “post diploma/post qualification“, that is, courses organised within the vocational training system and managed by the regions. The Higher technical education and training (IFTS) courses aim mainly to develop professional specialisations and to meet the requirements of the labour market, both in the public and the private sectors. They represent a further step of vocational and technical upper secondary school education as well as of regional three-year vocational education and training. These courses last 800-1,000 hours and lead to the “Certificato di Tecnico Superiore“; IV level EQF – ISCED 4). ITSs are highly specialised technical schools established to meet the demand of new and high level competences required by the labour market, in particular by the technical and technological sectors. ITSs offer short-cycle non-University higher technical education and training. Courses last 1,800-2,000 hours and lead to the qualification of “Higher technician“ (Diploma di tecnico Superiore; V level EQF – ISCED 4). Regional post diploma/post qualification courses (or “second level” courses) are short vocational training courses (organised by training agencies accredited by regions) addressed to anyone (including adults) who already hold an educational qualification obtained either in the regional or in the State vocational training system. They are organised with funds coming from the European Social Fund and aim at the acquisition of high-level theoretical, technical and managerial skills, also through practical work and stages in enterprises (EURYPEDIA; ISFOL, 2013b). The updating of individual skills and competences throughout the life span is essential in order to be integrated in the labour market and is also a key element in the fight against social exclusion. One of the aims of the 2000 Lisbon Strategy was to involve at least 12.5% of adults (25-64 years) in training activities by 2010. Italy still does not show significant progress in this area. In particular there was a slightly increasing trend until 2008, and after that year there were small fluctuations around 6%, while in 2012 the indicator reached 6.6%. The goal to have a greater participation of adults in lifelong learning is currently included into the strategic framework for European cooperation in education and training. According to ISTAT (2014) in Italy there are 2 million 199 thousand adults (25-64 years) engaged in training activities: 40% of them is still involved in school/academic careers, while less than 4% is engaged in a professional course organized and/or recognized by regions. With regard to “non formal education”, professional training within companies involves about 22% of adults, while 38% is engaged (even or only) in other types of non formal courses (computer, marketing, foreign languages, etc.). Other non formal/informal activities are provided by NGO as for example Universities of the Third Age (see below for more details) According to recent data, in 2013, in Italy, the share of people over 45 engaged in lifelong learning activities is very low compared to the European average: 4.3% in the range 45-55 years old 3 (compared to the EU28 average of 8.7%) and 2.9% in the 55-64 age group (compared to the EU28 average of 5.7% - EUROSTAT, database on lifelong learning). For more information about the situation of lifelong learning in Italy, see Socci and Principi (2013). COST Costs and costs-sharing for adult student of higher education (leading to ISCED 5 degree) In Italy there are no differences about costs leading to ISCED 5 degree, according to the age of the students. See below for more details about costs. Minimum length in years for an ISCED 5 degree / average time it actually takes (if available, for older learners) In Italy higher education (ISCED 5) is offered by Universities (both public and private) and the AFAM. Universities courses lead to 1st and 2nd cycle degrees: 3-year courses lead to a laurea (degree, 1st cycle); additional 2-year courses or 5-6-years single course (e.g. in medicine and surgery) lead to a laurea specialistica/magistrale (specialization degree, 2nd cycle). The second cycle also includes a first-level university Master, lasting at least 1 year. In 2011, the average duration of study of graduates was 4.5 years (ANVUR, 2014). In the case of AFAMs, educational qualifications are the following: first-level academic diploma (1st cycle qualification) obtained through a 3-year course of study; second-level academic diploma (2nd cycle qualification), obtained through a 2-year course of study (EUROPEDYA; ISFOL, 2012). Adult students (37 years old and over, the older age group as recorded by the Ministry of Education, University and Research- MIUR) enrolled at the University in the academic year 2012/2013 were 133,000, accounting for 7.8% of the total number of University students (MIUR, Statistical Office). Only 10.3% of Italian people aged 55-64 have a University degree and in 2011 graduates 35 years and older were 9.1%.

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