1. What is meant in the country when you talk
about Adult Education?
"A set of formal and non-formal educational opportunities aimed at adults,
both Italians and migrants" with the goal of acquiring skills connected to work
and social life, and to assist entry into the formal professional education and
training system. Training is offered to young people as early as sixteen (they
must currently stay in full-time education until sixteen), but it is known as 'adult
education' from the age of 25. There are two different fields in terms of adult
education; Adult Instruction (EdA) entrusted to the Ministry of Education and
Professional Training (FP), run by regional and provincial authorities.
Main obstacles in increasing adult educational levels:
A return to illiteracy: through obsolescence of knowledge or skills, adults
with diplomas no longer possess competitive and up-to-date abilities;
Illiteracy: even adults with degrees are not able to express certain concepts
such as symbolism and other abstract mental functions linked to scientific
disciplines, due to a lack of practice and/or lack of basic training.
Lack of practice using one's memory: lack of practice and inability to link
phenomena and facts in past and recent history, which nevertheless make up the
framework within which we can intelligently express a critical opinion of social
and civil life. This lack of practice is certainly linked to the uncontrolled and
pervasive use of the media.
What is typical for Adult Education in Italy?
The current adult education system in Italy does not seem interested in a
genuine lifelong learning strategy. It is totally absent from the Italian national
legislative context, which is centred mainly around instruction (formal
education) and is managed by the Ministry of Education, Universities and
Research through Permanent Territorial Centres (CTP), which are currently
transforming into Provincial Adult Education Centres (CPIA). CTPs award the
Primary School and I level Secondary School Diploma (these constitute what was
once defined as obligatory schooling); the so-called non-formal field, (non-formal
education) is run by Associations (non-profit), by Unions and by the
Church: Catholic and Protestant (the latter has a minor presence in Italy).
Women and immigrants are the key target group as, combined, they represent
the majority of participants.

2. ADULT EDUCATION
Specific political and legislative framework
Pursuant to art. 5 of Law No. 53 of 8 March 2000, employees who work for
public or private employers and who have worked for at least five years in the
same company can request a suspension of the employment contract for training
leave. This period cannot exceed 11 months throughout the worker’s entire
working life. Training leave is defined as training which is undertaken to
complete compulsory education, to obtain a level II qualification, to obtain a
laurea degree or to participate in training activities other than those offered by
or financed by the employer. During the period of training leave, the employee
keeps his post but is not entitled to receive a salary.
The employer can refuse the training leave if he can demonstrate that there are
administrative constraints. Art. 6 of the same law stipulates that workers
(employed or otherwise) are entitled to follow training courses throughout their
life to upgrade their knowledge and vocational skills. The State, the Regions and
the local authorities provide training tailored to the territory under the terms of
art. 17 of the Law No. 196 of 24 June 1997.
The training offered must include personalised courses which are certified and
recognised as giving training credits at national and European level. The type of
training can be selected independently by the worker or provided by the
company in the form of company-based or territorial training plans agreed with
the social partners. The national and decentralised collective sectoral agreement
defines the number of hours to be devoted to leave, the criteria for the selection
of workers and the arrangements for working hours and salaries connected with
participation in the training courses.
Under the terms of Ministerial Orders 455 (Adult education – instruction and
training) and 456 (Adult education – instruction and training in primary and
lower secondary school) of July 1997, the then Ministry of Education carried out
a radical renewal of the structure of services offered by creating permanent
territorial centres for adult education which are normally set up in provincial
capitals and, in any case, in places where the demand for ongoing adult training
exceeds a certain threshold.
The Agreement of 2 March 2000 between the Government, the Regions, the
Provinces, the Municipalities and the Mountain Communities to reorganise and
upgrade ongoing education for adults and the subsequent directive 22 of
February 2001 for the implementation of this agreement outlined the priority
objectives and defined the forms of intervention. Law 53/2003 aimed at
reforming the system of education and training indicates among the guiding
principles and criteria that must inspire its implementing decrees the promotion
of lifelong education, which will be regulated through legislation. It should be
remembered that the unified State-region conference (28 October 2004)

3. approved an agreement for the certification of skills and the recognition of
training credit. The system is currently undergoing a reorganisation which will
involve important changes for the CTP [permanent territorial centres]. A
Legislative Decree is being drafted to define the general criteria to confer
autonomy on the ‘Provincial Centres for Adult Education’.
Responsible public bodies / ministries
National Agency for School Autonomy Development (INDIRE) : Aims
to support school autonomy and innovation at educational institutions
(www.indire.it); the ANSAS is a research Institute of the Ministry of Education;
Institute for Workers' Professional Training Development (ISFOL):
Carries out and promotes study activity, research, assessment, information,
consultancy and technical assistance for developing professional training, social
policies and work (www.isfol.it); Isfol is a research Institute of the Ministry of
Labour;
National Institute for Assessing the Educational System of
Instruction and Training (INVALSI) : Carries out research and assessment
of the overall quality of training offered by educational institutions and
professional training courses, even in the context of continuing education. In
particular, it manages the National Assessment System (www.invalsi.it); the
INVALSI is a research institute of the Ministry of Education;
Italian Adult Education Union (UNIEDA) : The sector's promotional body
made up of associations, foundations, Public and Third Age Universities, and
other bodies involved in lifelong learning www.unieda.it;
National Anti-Illiteracy Union UNLA) : The Union has a long history. It
was founded by Francesco Saverio Nitti, who was its President from 1947 to
1952. Via its Culture Centres spread mainly across the regions of southern Italy
(Campania, Calabria, Basilicata, Puglia, Sicily and Sardinia) and thanks to an
agreement with the Ministry of Education, it is in charge of continuing education
and functional literacy www.unla.it.
Organisation
Types of training establishments
Adult education within the school system provides for the creation of Permanent
Territorial Centres for adult education and training. These centres can be located
in schools of any level or type, and the objectives and priorities are set by the
regional integrated training plan and coordinated by the local authorities and
the social partners. The centres are designed to serve as points where adult
education and training can be organised on the basis of needs, planning,

4. consultation and the implementation and management of initiatives and where
documentation can be gathered and disseminated.
Providers of Adult Education Formal Education
Provincial Centres for Adult Education (CPIA): Offer courses to obtain
the elementary diploma and mid-level diploma, short and modular functional
literacy courses (IT, literature, foreign languages, etc.) and courses for linguistic
and social integration for foreigners.
Regional Professional Training Bodies: Offer professional training courses
for workers, courses for functional literacy (IT, foreign languages), courses for
linguistic and social integration for foreigners and non-formal education
courses.
University: Apart from degree courses, they offer various types of adult
training courses.
Public Technical and Professional Institutions: Apart from curricular
courses, they offer professional training courses, functional literacy courses (IT,
foreign languages) and courses for linguistic and social integration for
foreigners.
Companies: Training and refresher courses for workers (Continuing education
- FC).
The CPIA will substitute the CTP as of school year 2011/12. The CPIA awards I
level secondary school diplomas. The training agreement will have to be
negotiated with upper secondary schools between the adult student and the
schools. The agreement between the Social Parties (Unions) and companies
allows continuing education (FC) to be offered to adult workers, with the aim of
supplementing the skills required by companies and by the Labour Market.
Continuing education should not be confused with professional training (FP).
Continuing education is paid for by company funds (Equal Interprofessional
Funds), 0.3% per employee.
Admission requirements
The activities of the territorial centres are open to all adults who have reached
the age of 15 years who do not have a school-leaving certificate and to adults who
have a school leaving certificate but intend to enrol for education and training
courses. Priority access to the activities of the centres is guaranteed for those
who must obtain the school-leaving certificate.

5. Objectives
Each centre provides a service aimed at combining the right to education with
the right to vocational guidance, career advice and training. This includes
training and cultural and functional literacy, cultural consolidation and
promotion, re-motivation and re-orientation, the acquisition and consolidation
of specific knowledge and skills, pre-professionalisation and vocational
retraining.
Time and place
The activities of the centre are ongoing, but the integrated education and
training courses must be guaranteed for at least 200 hours a year. The Teachers’
Committee decides on the syllabus and sets the calendar (number of days of
attendance per week, number of hours per day and per week and distribution
throughout the year).
The curriculum
The Teachers’ Committee also decides on the organisational models for the
various activities and defines the training courses offered according to individual
course options which are negotiated and structured according to groups of
interest, laboratory/workshop activities, placements and individualised
activities. In cooperation with the other staff members working in the centre, the
teachers gather information to identify the resources, needs, expectations and
interests of each student enrolled. The personal qualifications include the
cultural credits based on the training and work experience of each student.
Based on the information gathered, the Teachers’ Committee negotiates with
each student who enrols to define an appropriate specific course of education
and training. As part of this process, they set the objectives, methods and
timescale of the course and the arrangements for adaptation, ongoing testing
and assessment. The result of this process is the training agreement which is
based on the initial analysis of each student’s situation.
Non-Formal Education
Associations and non-profit organisations, Training bodies, Third Age
Universities. At one time the primary goal of nonformal adult education was to
eliminate illiteracy. Since the level and quality of literacy have risen, adult
education has been focusing on preparing adults to enter the workforce and
preparing individuals to continue their own educational attainment. Many of the
students enrolled in adult education include housewives, unemployed persons,
and immigrants seeking newer opportunities for employment and further
education.

6. Scuole Popolari (Popular schools) were first established in 1947 to help
eliminate illiteracy. These schools were abolished in 1982. However, there are
literacy courses for elementary and secondary school certificates of achievement
for those who did not follow all prior educational steps. Management of adult
schools is the function of territorial centers, which decide on the specific needs
of communities. Activities in adult centers include counseling and guidance for
applicants; literacy education at various levels, including preparation for higher
education; language (Italian) education and special language training for
immigrants and others; vocational education and training; and preparation for
certificates of achievement in compulsory elementary education and secondary
school certificate. Many adults return to school for retraining and changing
career paths. Most classes are offered in the evening to meet the needs of the
working student population. Certification includes Diploma di Licenza
Elementare, Diploma di Licenza Media, and statement of vocational training and
similar certificates of achievement for secondary education.
Finances
Currently, if we exclude EU financing, there are no institutional channels for
financing non-formal adult education. The Ministry of Education does, however,
economically support adult education through night school for the acquisition of
II level Secondary School diplomas and functional literacy courses for the
acquisition of Primary and I level Secondary study diplomas (CTP now CPIA).
For the CPIA, there is no inscription or attendance fee (generally, there are no
fees for formal courses, i.e. for courses awarding diplomas; while for short
courses an inscription fee is required). In particular, the finance system supports
courses aimed at unemployed adults and disadvantaged target groups (people
with disabilities, under-18s without diplomas, etc.). There is a wide range of self-financed
adult training courses (formal and non-formal); these participation fees
are decided upon by promoting bodies.
Participation rate
Regarding EdA supply and demand (delivered by schools and the CTP), the
latest available data (2007/08) from reports (carried out by the Ministry of
Education in collaboration with the National Agency for School Autonomy
Development) demonstrate a growth in the number of training courses carried
out. However, adult participation is still low and most of those registered are
young adults (up to age 29) and those with higher level diplomas.
Regarding adult training (formal and non-formal) more generally, the ISFOL-Doxa
2005 report revealed an increase in interest to participate in training
courses: this is mainly from employed people (58%) and those with a higher
level of education. According to ISTAT (National Statistics Institute) data,
participation in training courses in 2007 for the target group of 25-64 years was
6.2% of the total population (the goal was set at 12.5% and the EU-27 average

7. was 9.6%). This data places Italy in 17th position in Europe for LLL
participation. As regards the causes for low participation, some research refers
in particular to the shortage of training and guidance, to the logistical
characteristics of the organisation and the type of training offered (unsuitable
times, excessive cost, lack of decentralised venues, etc.) as well as psychosocial
factors (lack of motivation, limited training culture, lack of awareness and low
self-esteem).
Topics
In the framework of formal training, we are noticing the widespread nature of
courses awarding the basic and mid-level diploma, short and modular courses
for functional literacy (in particular IT and foreign languages) and a notable
increase in courses for linguistic and social integration for foreigners.
In the framework of non-formal training, the offer is extremely varied:
empowerment, cultural courses, art and literature, art and crafts, etc.
Staff
Formal AE:
Primary and high school teachers, Professional trainers
Non-Formal AE:
Teachers and professional trainers, University professors, Educators and sector
experts
The training profession in Italy is not regulated, even though there is a Masters
Degree in Educational Science - non-school related training curriculum;
diplomas and specific qualifications are not required to work as a trainer (often
trainers are graduates with specific experience).
Article 7 of Directive No. 22 of 6 February 2001, which sets out the guidelines for
the implementation of the agreement of 2 March 2000, lays down that the
human resources to be used for adult education in the education system consist
of a basic nucleus of teachers with organisational, relational and methodological-didactic
skills in the field of adult education. In-service training and upgrading
of personnel are priority actions which are qualifying for the renewal and
development of adult education. Within the framework of the decentralised
provincial contracts in this field, arrangements are made for the participation of
the personnel, while ensuring compliance with the right/obligation that
underpins the need to update the skills of the school personnel in line with the
requirements of the users.

8. Quality control
A national technical committee has been set up within the Ministry of Education
with responsibility for the orientation, monitoring, support and assessment of
adult education and training actions. Based on the information supplied by the
national technical committee, the Ministry monitors the innovations introduced
and ensures the necessary assistance and the dissemination of the
documentation.
Consultancy and guidance services
Directive 455 of 1997 stipulates that the interviewing of students, the analysis of
their individual needs and individual tutoring and assessment are the
responsibility of the teachers, in cooperation with the other staff of the centre.
Assessment, certification and recognition
At the end of the activities of the centre, one or more of the following certificates
are issued: a primary school certificate, a lower secondary school diploma, a
certificate of award of the qualification and the credits that can be used in
vocational training or a vocational qualification certificate and certification of
the credits that can be used in the school system. For each adult who takes part
in training, a personal libretto is kept. This is a record not only of the credits
recognised when the student joins the course, but also of the actual activities
completed along with the number of hours and the related cultural and
vocational field and a summary of the skills, qualifications and certificates
obtained. The certification arrangements for the awarding of certificates
connected with initial vocational training are based on the agreements with the
public and private agencies which help with the activities, according to the
suggestions and guidelines set out by the provincial committee. For students
who have not obtained the final qualification and/or vocational and cultural
certificate provided for by the training agreement, any credits they acquire are
mentioned in the personal libretto. The coordinator of the centre issues a
certificate of attendance to these students.
Non-Formal AE
For non-formal education, there are no specific regulations. However, many
courses are offered by accredited training bodies, according to national and
regional regulations.

9. Latest developments / upcoming topics
In Italy, there is no real national consideration of adult education, which is
absent from both the government's programme and that of the regions and local
authorities (Provinces and Municipalities). European funds are used for lifelong
learning but in the absence of a unifying framework. These funds are used in
particular for non-formal adult education courses; these courses are short and
do not award diplomas but simply attendance certificates. In general, courses on
PC use, foreign languages, art, hobbies, etc., are attended by adults already
boasting II level secondary school diplomas or even a degree.
In order of priority, non-formal adult education could be a strategy for:
a) the democratic exercising of citizenship;
b) exercising lawfulness and learning behavioural methods required to combat
and oppose usury, rackets and lack of security on work sites and at other places
of work;
c) raising awareness of the Italian Constitution and Justice system;
d) raising awareness of workplace rights, sanctioned by law and labour
contracts.
These priorities appear inescapable in the current situation, within which
dogmatic support for globalisation and that of migration has lead the labour
market and social relationships to become excessively fluid, without clear lines
for understanding the very phenomena that results in prejudice, intolerance,
company relocation, objection to collective labour contracts and new forms of
illegal hiring of farm workers.
Ocse-Pisa rank
Italy's stubborn unemployment may be both a cause and effect of its poor
ranking. Less than 5% of the Italian workforce attains the top two levels in
literacy proficiency, and yet even the one in four Italian adults with that top level
of proficiency does not participate in the labor market at all.
Literacy ranking: 23 and Numeracy ranking: 21