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%. Almost 60% of adults enrolled in Universities more than 10 years later than the standard age (19 years old), as they were student-workers (Almalaurea, 2014; ANVUR, 2014).
Costs per year - tuition (mean value or other representative data)
In the academic year 2011/2012, the average fee and contribution paid by first and second cycle students (of all ages) were approximately € 1,018.00 in public Universities and € 4,392.00 in private Universities. Students also pay an additional regional tax (regions apply a tax aimed at awarding grants and special allowances to students). Costs for students vary from one University to another, according to their legal status (public or private Universities), geographical location (taxes are higher in Northern Italy), study courses (e.g. scientific studies are more expansive than classical studies). Moreover, costs vary according to student’s family size and income (EURYPEDIA; ANVUR, 2014; MIUR, 2011a; 2011b). Among European countries of the OECD area, only in the Netherlands and in England tuition fees in public Universities are higher than in Italy (OECD, 2011).
Costs per year - Opportunity cost (wages / other income foregone)
The employment status and wages of graduates are better than that of those who hold an upper secondary school diploma: the employment rate of the former is higher by 13% (75.7% versus 62.2%), and salaries of the former are higher by 48% if only people in age group 25-64 years are considered. Graduates have also a lower unemployment rate. According to Almalaurea (2014),
4 from 2007 to 2013, the differential of the unemployment rate between graduates and holders of an upper secondary diploma has increased from 2.6% to 11.9%.
Availability of part-time / e-learning / other non-standard forms and their uptake / utilization
Italian Universities allow students to enroll part-time in a degree course (1st or 2nd cycle). Typically, a student is enrolled part-time in a University course because he/she can’t study full time, due to working reasons, health problems or because he/she is involved in caregiving activities for family members. Part-time student are allowed to graduate in the double of the time compared to the normal duration of the degree course, and has some economic benefits (i.e. fee reductions) and some “constraints” (i.e. he/she can’t shift to a full time study pattern). Part-time enrollment is also available to adult students, although, as noted above, the participation in University courses of people over 35 in Italy is very low. During the academic year 2011/2012, students enrolled part- time were approximately 84,000, i.e. 4.8% of the total number of students enrolled at the University (ANVUR, 2014). E-learning in Italy is provided by telematic universities, 11 of which are formally recognized by the MIUR. Telematic universities lead to educational qualifications equivalent to those of traditional universities. During the academic year 2012/2013 students enrolled in these universities were approximately 36,000 (MIUR, 2013).
Form and size of public subsidy – for tuition, for opportunity costs (fellowships, tax breaks etc)
The regions are responsible of providing general services (canteens, transports, accommodations, etc.), subsides, loans; etc. These measures are implemented through a specific body with management and administration autonomy in every single University. The scholarship is the main form of support provided to students “being deserving but without adequate financial resources”. During the academic year 2010/2011, approximately 112,000 students have received scholarships. However, the percentage of coverage of scholarships (i.e. the ratio of scholarships granted and eligible students) is 68.8%. This means that about 3 out of 10 students, while having the right, obtained through a successfully application, do not get a scholarship due to a lack of funds. The amounts of the scholarships for the academic year 2013/2014 are the following: a) non-resident students: € 5,052.56; b) commuting students: € 2,785.40; c) resident students: € 1,904.42. Other common forms of public subsidy are the allocation of accommodation places, grants for housing, and loans, of the maximum value of € 15,000.00 (refundable in ten years), accessible to all students, including adult ones. Public Universities can even totally or partially exempt students from fees payment, according to their (good) study results and (low) income. Universities also provide grants for PhD and other 3rd-cycle courses (i.e. courses after the 2nd cycle). Furthermore, it is allowed a tax deduction of 19% of tuition fees to students of all ages (ANVUR, 2014; MIUR, 2011b; EURYPEDIA).
EMPLOYER-BASED TRAINING Regulatory framework for employer-based training, in particular any legislation mandating that employers organize or fund certain volume / type of training
Continuous training covers training on the job and the activities for professional re-training and upgrading of workers. This area also includes training of employees aimed at the development, updating and improvement of their already acquired professional skills. These activities may be financed by companies for their employees, and by public or private funds allocated to individual
5 workers wanting autonomously participate in training courses (to supporting their professional development), regardless of the needs of their company. These training activities are therefore aimed at adult people, both employed or unemployed, in order to adapt or develop their knowledge and professional skills. The Italian continuous vocational training (CVT) system has been legally regulated since the 1990s. The European Social Fund (ESF) played for a long time a major role in the development of CVT. However, in Italy, one of the critical aspects in this area concerns the segmentation of skills, resources, action strategies put in place for CVT. For example, the legal framework for continuous training is represented by the following norms/resources: Law 236/1993; Law 53/2000; ESF (Key area Adaptability); Joint Inter-Professional Funds (Fondi paritetici interprofessionali), and other regional norms and resources, managed by different entities acting in the territories in accordance with national and local policies and strategies. The following, are the main laws that define the regulatory framework for employer based- training aimed to continuous training in Italy: - Law 236/1993, establishes that the Ministry of Labour (with the support of the social partners and the regions) funds in-company training, teachers’ training, sectorial and territorial training programs promoted by social partners, as well as training on request of workers who apply to the regional authorities. The implementation of this Law has been an important step for the development of continuous training, because it extended public funding to a range of training activities, including training addressed to enterprises, training programs targeted at individuals through training vouchers and sectorial and territorial training programs promoted by social partners. - Law 53/2000, provides funds for CVT vouchers to employees by training leave, in accordance with the regulation on working hours. It recognises workers’ right to lifelong learning by financing specific leaves for training activities. The latter can be chosen independently by workers or arranged by companies. Vouchers are under the responsibility or regions while funds are provided by the State. This Law also establishes that enterprises can also access other financial resources through the European Social Fund and the Joint Inter-Professional Funds for continuous training. - Law 388/2000, regulates Joint Inter-Professional Funds, which are promoted by social partners and fund training programs at company, sectorial and territorial level, individual training programs and system activities (such as training needs surveys).
In general, the objectives of the CVT are set by the Ministry of Labour and Social Policy (MLPS), while CVT activities are managed by regions or social partners. Social partners have an important role in defining companies training programs (for both individual companies or groups of companies), funded by the regions or through the Joint Inter-Professional Funds for continuous training. The regions manage the activities of continuous vocational training through national funds (Law 236/1993 and Law 53/2000) and the ESF. Social partners, under the supervision of the MLPS, manage the Joint Inter-Professional Funds for continuous training. Recently, the government, regions and social partners have decided to allocate financial resources for promoting training programs for both low-skilled workers and those ones most affected by the economic crisis. Specifically, institutions and social partners have adopted the following measures: a) establishment of a specific governmental unit that is responsible for the collection of data on skills needs and professional roles required in specific sectors at the local level; b) enactment of Law 92/2012 on the reform of the labour market, in particular, about the creation of an integrated information system of training policies and services for employment at the local level; c) incentives for increasing training opportunities for adult individuals, through: (i) agreements for new employment opportunities for workers affected by the economic crisis (i.e. unemployed workers receiving the Mobility Allowance – Indennità di Mobilità), (ii) use of Joint Inter-Professional Funds
6 for continuous training, for offering training opportunities to unemployed people (e.g. individual vouchers to younger and older unemployed individuals, and development of training programs agreed at the regional, sectorial, company or individual level). In 2012, 28.1% of Italian companies has provided training activities for employees (this figure being decreasing compared to previous years), which were attended by 31% of workers. The percentage of large companies (over 500 employees) promoting staff training/retraining activities to manage corporate crises due to the economic crisis, has increased In 2012, compared to the previous year (ISFOL, 2013a; 2013b).
Some company-based training courses are compulsory courses for all Italian workers, as for example those about health and safety at the workplace, and health and social care. In 2012, for example, has entered into force the State/regions Agreement on mandatory training for workers in the field of health and safety at the workplace, to fulfill training obligations of employees in this field (Legislative Decree 81/2008). Moreover, professionals enrolled in a professional register (e.g. engineers, architects, lawyers) must mandatorily participate in continuous training activities aimed at an ongoing updating of their professional skills. This mandatory training of professionals, is regulated by the Professions Reform Act (Decree of the President of the Republic 137/2012). Among professionals, there is a high percentage of people in old age. For example, among lawyers in Milan, 56.7% is aged between 35 and 54 years, and 18.8% is aged 50 and over; 59% of Italian engineers and architects is 40 years old or more.
Government financial support for employer-based training (direct or indirect)
The expenditure for continuous vocational training and non-formal learning activities for adults, is estimated to be around € 5 billion a year, of which 80% is from companies to train employees, 10% is financed by the ESF and national resources (Laws 236/1993 and 53/2000) and 10% is funded by the Joint Inter-Professional Funds for continuous training. Law 236/93 allocates an annual budget of € 100 million (managed by regions), for supporting training initiatives aimed at companies’ employees. Law 53/2000 establishes that the MLPS has to allocate € 15 million per year for supporting training of workers. Companies can receive governmental financial support through using tools provided by laws 236/1993 and 53/2000, or/and by joining the Joint Inter-Professional Funds for continuous training.
The ESF provides almost € 400 million in support of continuous training, co-financed with 500 million of Joint Inter-Professional Funds for continuous training. It should however be noted that in recent years, due to the economic and employment crisis, the resources allocated to vocational training have been partly used for passive welfare interventions, in particular to support the income of unemployed workers receiving social protection benefits (i.e. Income Redundancy Fund - Cassa integrazione guadagni, or CIG - and Mobility Allowance - Indennità di Mobilità “in derogation”) (ISFOL, 2013a; 2013b). However, as already underlined by previous studies, in Italy to provide training courses is often regarded as “a business” from institutions/organisations and agencies providing training services (i.e., often in Italy have emerged cases of fraud and waste of public money in relation to the implementation of training courses by local institutions) (Socci and Principi, 2013). Current tax benefits tools available for continuous vocational training activities do not have a unified and comprehensive regulatory regime. Overall, tax benefits for companies and workers involved in vocational training activities are low, as these benefits are offered mostly in the form
7 of tax deductions, and not as a tax reliefs or tax exemptions. People participating in training, updating, retraining and professional reconversion activities (when provided by institutions or schools recognized by governmental bodies) are also exempted from paying VAT (ISFOL, 2013b). 50% of the costs of mandatory continuous training of professionals enrolled in a professional register, are deductible.
Interaction with labour market regulation and model (to what extent are human capital gains employer-specific or generic + can employers capture human capital gains (durability of employment relationships / contracts)
In order to foster the employability of older workers it is necessary to invest resources for promoting their education and training. In all EU countries, including Italy, the employment rate of older people is much higher if they have a high level of education. In Italy, the share of older workers who have not gone beyond primary school is still very high: for these workers, the chances of vocational re-training are seriously compromised. Continuous training could offer a solution to this problem, especially if aimed at the acquisition of transferable human capital, and not of specific human capital useful for the company. However, the demand for continuous training by companies is strongly dependent on the specific needs of the individual company (ISFOL, 2013b). As already underlined by previous studies (Contini, Malpede and Villosio, 2007) in Italy should be developed policy strategies aimed at encouraging both companies to provide transversal training to workers (to prevent the deterioration of human capital), and people to participate in training activities on a regular basis, especially those for whom the risk of unemployment is higher. Employers generally have positive opinions about loyalty, reliability and productivity of older workers, but they have quite negative opinions about their familiarity with new technologies, their flexibility, their ability to change, and about their ability to interact with younger workers. These visions are often stereotyped (Principi, Fabbietti and Lamura, in press), especially with regard to the adaptation to new technologies. There are of course differences between younger and older workers, but the sociological and psychological research shows that although older workers do not learn as quickly as their younger colleagues, however, older workers are able to acquire and manage new skills as younger workers (Contini, Malpede and Villosio, 2007; ISFOL, 2012). In 2013, only 7.5% of Italian older workers (40-64 years old) had a temporary contract, compared with 13.1% of workers in the age group 15-64 years. Furthermore, Italian older workers are characterized by a long duration of their employment, that is, they tend to work for the same company for many years (low turnover). The following table shows that almost 60% of workers in the age group 40-44 works for the same company for 10 years and over, a percentage that increases as the age of workers increases, up to 79% for workers aged 55 years and over.
Table 2: Employment by job tenure intervals (10 years and over) by age groups (%) Age groups % 40-44 57.7 45-49 66.3 50-54 73.3 55-59 79.1 60-64 79.1 Source: own calculation on OECD statistics database (http://stats.oecd.org/index.aspx?queryid=38908)
8 OTHER FORMS OF LIFE-LONG TRAINING (INDIVIDUAL COURSES, „OPEN“ EDUCATION ETC) Size and availability of „the market“
In Italy the majority of other non formal courses (with several links with informal education) and additional educational activities for adults and older people is offered by Third Age Universities (UTAs; see below for more information). In 2008 there was a total of 1,230 Third Age Universities and Study Centers carrying out courses mainly for senior citizens, with 235,537 people participating in these courses (Ministry of Internal Affairs, 2009). In 2004, there was a total of 988 Third Age Universities and Study Centers, with 188,862 people participating in educational activities (Ministry of Internal Affairs, 2005). These data show that in recent years there has been a trend of growth of the phenomenon, and therefore there is a high potential for a further development of this sector in Italy.
Most typical forms
Among other available forms of provision of (informal and non-formal) lifelong learning in Italy we highlight cultural facilities (e.g. libraries, reading centers, museums, etc.), associations, voluntary organizations, and the non-profit sector in general. In 1997 it was established the Permanent Forum of the Third Sector, an association that brings together the leading voluntary organizations, associations, and social cooperatives. Among associations which are members of the Forum, there are also organisations providing cultural, educational and training activities. In this sector, educational and training activities are growing remarkably. However, as stated above, the main provider of non employer-based non formal (and, to some extent informal) courses and educational activities for adults in Italy, is represented by UTAs. The modern UTAs were founded around the 1980s, some of them inspired by the philosophy of popular universities present in Italy since the nineteenth century. The modern UTAs seek to answer to a deep cultural and updating need which comes from adults and older people. Most of UTAs’ cultural supply, regardless of contents, is provided in courses, whose typology is very diverse. The UTAs also organize conferences and seminars, cultural trips, physical activities, etc.. In Third Age Universities, the highest percentage of senior participants is in permanent education, whose courses deal with general culture, sport activities, expressive education (graphics, plastics, literature), voluntary work education, computer science and Web design, education on the rights of the citizen, environmental education. The objective in this area is to improve the standard of living for people who aim at ageing actively, often through the same types of courses offered by the formal provision, except for the achievement of school diplomas. Among the main motivations that lead citizens to enroll in UTAs, the most common are the attempt to overcome some restrictions linked to the condition of the senior citizen; the desire to develop one’s own psychophysical independence; the search for new opportunities of socialization, and the ambition to achieve a higher cultural and scientific knowledge (Polverini and Lamura, 2003; Principi and Lamura, 2009).
Public intervention – financial, regulatory
Much friction exists between the beneficiaries of existing national funds for providing continuous education. For years, Third Age Universities have been “on the warpath” to obtain national funds that have so far been mainly directed towards formal provision. Considering the disparity of national funds granted to formal and non formal/informal suppliers, in 2000 the Ministry of Public Education and the Forum of the ”Third Sector” signed an agreement protocol where they obliged themselves to find new ways to improve collaboration. As a subsequent step, the Directive of the Ministry of Education n. 22 of February 6, 2001, “On adult education” stated that “the education 9 system must act in agreement with the professional education and informal education system”. Despite this improvement, today only a few regions dedicate funds specifically for adult education. The majority of these mainly implement activities for “population in active age” or “in working age”, although some have extended their actions even (but not only, there are not specific interventions) to senior citizens The main resource for funding the informal education in UTAs is represented by subscription and associative fees (about 80%). Since the non formal and informal provision are most relevant for older adults, the question of funding is clearly central. This suggests that the enormous dyscrasia between formal and other kinds of learning in terms of available public funds, that are de facto currently nonexistent for Third Age Universities, must be removed (ISFOL, 2003; Principi and Lamura, 2009).
REFERENCES
Almalaurea (2014) XVI Indagine sul Profilo dei laureati. Volume 2014, Bologna.
Angotti, R., and Belmonte, S. (2012) Investigating the learning-age gap in Europe and Italy: attractiveness and benefits of learning later in life. In: European Centre for the Development of Vocational Training (Cedefop) (Ed), Working and ageing. The benefits of investing in an ageing workforce, Luxembourg: Publications Office of the European Union, pp. 55-87.
ANVUR (National Agency for the Evaluationof Universities and Research Institutes) (2014) Rapporto sullo stato del sistema universitario e della ricerca 2013, Rome.
Cedefop (2014) Relazione sull’istruzione e la formazione professionale (IFP) in Italia, Luxembourg: Publications Office of the European Union.
Contini, B., Malpede, C., and Villosio, C. (2007) Il prolungamento della vita lavorativa dei “giovani anziani”: uno studio sulle strategie d’impresa, paper, Turin.
INDIRE (2014) Istruzione degli adulti. Rapporto di monitoraggio 2012, Firenze.
ISFOL (2003) Politiche regionali per la formazione permanente, I libri del Fse, Catanzaro.
ISFOL (2012) Osservatorio ISFOL, II, n. 2, Milano, Guerini e associati.
ISFOL, (2013a) VET in Europe. Country Report Italy 2012, 2013. Rome: ISFOL-Refernet Italy.
ISFOL (2013b) XVI Rapporto sulla formazione continua. Annualità 2012-2013, Rome: ISFOL.
ISTAT (2014) Noi Italia. 100 statistiche per capire il Paese in cui viviamo. Edizione 2014, Rome: ISTAT.
OECD (2011) Education at a Glance, Paris: OECD.
Ministry of Internal Affairs (2005) Problematiche ed iniziative relative alla popolazione anziana in Italia. Censimento delle strutture per anziani, Rome: Ministry of Internal Affairs.
10 Ministry of Internal Affairs (2009) Censimento delle strutture per anziani in Italia, Direzione centrale per la documentazione e la statistica, Rome: Ministry of Internal Affairs.
MIUR (2011a) Diritto allo studio - a.a. 2009/2009, Notiziario statistico, n. 2, Rome.
MIUR (2011b), La contribuzione studentesca negli atenei e negli istituti Afam - a.a. 2009/2010, Notiziario statistico, n. 3, Rome.
MIUR (2013) Relazione della Commissione di studio sulle problematiche afferenti alle Università telematiche, Rome. Polverini, F., and Lamura, G. (2003) La qualità della vita in età anziana: L’evidenza empirica in Italia . In L. Frey (Ed.), Le condizioni di vita degli anziani in Italia, Milan: Franco Angeli, pp. 7–83.
Principi, A., Fabbietti, P. and Lamura, G. (In press) Perceived qualities of older workers and age management in companies: does the age of HR managers matter?, Personnel Review
Principi, A., and Lamura, G. (2009) Education for Older People in Italy, Educational Gerontology, 35:3, pp. 246-259.
Socci, M., and Principi, A. (2013) National report for the conceptual framework on innovative, effective, sustainable and transferable strategies to enhance the extension of working life and lifelong learning. Country: ITALY, MOPACT report WP3 Task 1, Ancona: INRCA (available at: http://mopact.group.shef.ac.uk/wp-content/uploads/2013/10/Country- report-Italy.pdf).
DATABASES
EURYPEDIA (https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php?title=Home)
EUROSTAT (http://epp.eurostat.ec.europa.eu/portal/page/portal/statistics/themes)
MIUR (http://statistica.miur.it/)
OECD (http://www.oecd.org/statistics/)
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