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Italy VET in Europe. Country report 2012

Il country report fa parte di una serie di rapporti sull'istruzione e la formazione professionale realizzati da ognuno degli stati membri, Norvegia e Islanda membri delle rete Refernet, costruita da Cedefop (Centro europeo per lo sviluppo della formazione professionale). ISFOL è capofila del consorzio italiano di Refernet.

The country report is part of a series of reports on vocational education and training produced for each EU Member State plus Norway and Iceland by members of ReferNet, a network established by Cedefop (European Centre for the Development of Vocational Training).

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1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

1. External factors influencing VET

1.1. Population and demographics

1.2. Economy and labour market indicators

1.3. Educational attainment of the population

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

2. Providing VET in a lifelong learning perspective

2.1. National Education and Vocational Training System Framework

2.2. Government-regulated VET provision

2.2.1. Three and four-year education and vocational training courses

2.2.2. Post-Secondary higher technical training system

2.2.3. Adult education

2.2.4. The apprenticeship system

2.2.5. Teachers' and trainers' profiles

2.2.6. VET provision quality assurance

2.3. Other types of training

2.3.1. Continuing VET training

2.3.2. Training provided by employers

2.3.3. Training programmes and providers

2.3.4. Adults' demand for non-formal and informal learning

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

3. Shaping VET Qualifications

3.1. Qualifications Design: Processes and Responsible Bodies

3.1.1. The introduction of new qualifications

3.2. Forecasting labour market needs - the contribution of the National Information System for Professional Needs

3.3. Non-formal and informal learning validation

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

4. Promoting Participation in VET

4.1. Introduction

4.2. Tax incentives available for education, training and professional updating

Bibliographical References

Categoria: Highlights

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