Italy Country Study

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• Italy Country Study
• Brno 14 May 2003
• Abstract by Elisabetta Perulli (Isfol)
• Country study by Elisabetta Perulli, Gabriella
  Di Francesco (Isfol)
• Giuliana Meraviglia, Renato De Maria, Giuseppe
  Ronsisvalle (Eucen)

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SOME ELEMENTS TO DREW THE ITALIAN SCENARIO ON
FORMAL/NON FORMAL/INFORMAL LEARNING

• A broad political consensus (agreements between
  Government and Social Partners of last years)
• Some weak starting points (enormous formal and
  juridical value of educational qualifications,
  lack of trust)
• The VET Reforms 1996/2002 (many steps ahead)
• The national policy framework (May 2001, a
  Ministry of Labor Decree ruled the Certification
  of competences in vocational training system )
• The emerging framework APEL Italian device

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The emerging framework APEL Italian device\1

• accreditation of prior learning is aimed only to
  facilitate the re-access to the VET pathways or a
  transfer from a system to another
• the building of a national competence standard
  system is envisaged as a necessary requirement to
  guarantee the reliability of the accreditation
  processes
• the process of accreditation drawn in the
  pathways already ruled is planned in three
  sequential steps
• 1.  guidance/counseling
•  
• 2.  assessment
•  
• 3.  certification/recognition

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The emerging framework APEL Italian device \2
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THE ATTITUDES TOWARD AN EUROPEAN FRAMEWORK - 3
KEY ISSUES   Formal agreements, substantial
obstacles Should we trust the wide agreements as
a real open attitude to change and receive
concrete innovations?   European/national/local
rules is this the key to make the innovations
feasible? Formal/non formal is it a
generational adaptation problem? For young
people the trend is to transform a formal
preparation into a non formal competence. For
adult the trend is to bring non formal
experiences into the formal frame. Should we
conclude that the generation point of view is
quite important to understand the real nature of
these demands of meeting between formal and non
formal?