THE ITALIAN EDUCATION SYSTEM

Transcription

1 Latinitas or Europa: from present to past, from past to present THE ITALIAN EDUCATION SYSTEM 1. THE ITALIAN EDUCATIONAL SYSTEM: GENERAL OVERVIEW 2. EDUCATIONAL SYSTEM AND LEGISLATION 2.1 Basic legislation and principles 2.2 Compulsory education Compulsory education -new legislation 2.3 General structure and key guidance moments Reform structure 2.4 General administration 2.5 Administration and management of schools 2.6 Private education 2.7 Private education at a pre-school level 2.8 Private education at a primary level 2.9 Private education at a secondary level 2.10 Private education at a higher level 2.11 Financing - Educational budget 3. PRE-SCHOOL EDUCATION (Scuola dell infanzia) 4. COMPULSORY EDUCATION 4.1. Primary Education (Scuola Elementare) 4.2 Lower secondary education (Scuola Media inferiore) 5. SECONDARY EDUCATION (Scuola Secondaria) 5.1 Entrance requirements 5.2 Curricula and Specialisation 5.3 General Objectives 5.4 Upper Secondary School Examination 5.5 Employment Opportunities, Employment-Training Ratio 5.6 Reform in progress 1. THE ITALIAN EDUCATIONAL SYSTEM: GENERAL OVERVIEW The Italian educational system consists of elementary school (5 years), lower secondary school (3 years), upper secondary school (5 years), followed by post-secondary and tertiary education. Compulsory schooling lasts 9 years, from 6 to 15 years of age (i.e. all Italian children must attend elementary school, lower secondary school and the rst year of upper secondary school). Once they have completed their compulsory schooling, pupils not intending to go on to further or higher education may opt to leave school, but they must enrol for some form of training until they are 18 years old.. The upper secondary courses consist of classical, scienti c, artistic, technical, vocational and teacher training options. Classical secondary school/liceo Classico is a ve-year course, with emphasis on the Humanities, but with scienti c subjects in the second cycle. Scienti c secondary school/liceo Scienti co, also a ve-year course, provides more specialized preparation in scienti c subjects. The Liceo Linguistico focuses on the study of foreign languages together with the corresponding literature and civilization. The technical upper secondary programmes are offered by the Istituti Tecnici and last for ve years. Vocational secondary education is provided by the Istituto Professionale, Liceo Artistico, and Istituto di Arte. All these programmes used to lead to different types of Diploma di Maturità (Maturità Classica, Scienti ca, Linguistica, Artistica, Magistrale, Tecnica, etc). A Diploma di Maturità was the minimum admission requirement to university studies, as well as to most programmes at non-university institutions of higher education. Since the school leaving quali cation has been called Diploma di Esame di Stato conclusivo del corso di (see examples above). The options are the same as those listed for the Maturità. Under the recent reform of the Italian school system (Law No.30 of 10 February 2000), as from the 2001 school year, schools will be organised in two cycles: basic schooling, lasting 7 years, and secondary

2 schooling, lasting 5 years. Compulsory schooling will continue to last 9 years (from 6 to 15); the training alternative, compulsory until 18 years of age, will also remain unchanged. Pre-school education (for children between 3 and 6) is provided in nursery schools. Nursery education is optional. Both the optional nursery education and compulsory schooling provided in State schools are free of charge. Post-secondary and tertiary education is provided by education and training colleges (public and private) and by universities. Universities offer courses tailored for speci c purposes (2 to 3 years) and diploma courses (2 to 3 years), which train students for middle-level technical occupations; they also provide degree courses (4 to 6 years), specialisation courses (2 to 5 years) and doctoral research courses. There are plans to reform university education, which should lead to a four-step system: diploma (3 years), degree (2 years), specialisation (2 years), and research doctorate (2 years). 2. EDUCATIONAL SYSTEM AND LEGISLATION 2.1 Basic legislation and principles Italian school legislation has its foundations in a number of Articles of the Constitution of the Republican State. Articles 30, 33, 34 and 38 in particular lay down the principles on which legislation must be based. Basic principles which cannot be waived include the freedom of education, the duty of the state to provide a network of educational establishments of every type and level and open to everyone with no discrimination of any type, the right of the universities, academies and highly cultural institutions to lay down independently their own regulations; the right of private individuals to establish schools and educational establishments at no cost to the State, the right-duty of parents to provide education for their children even if born outside the bonds of matrimony. If parents cannot do so, measures must be taken by law to help them to carry out their duties. Appropriate measures must be taken to enable capable and deserving students to enter higher levels of education even if they lack nancial resources. The education of citizens also includes the education and vocational training of disabled and handicapped citizens. 2.2 Compulsory education Law no. 9 of provides that compulsory education has a duration of ten years instead of eight. Furthermore, the intention to shift compulsory education up to 18 years of age has been declared; it will require an adequate planning to be de ned within the general reorganisation of the educational and training system. This new regulation should allow everybody to obtain the upper secondary leaving certi cate or a vocational qual cation. However, the same law provides that compulsory education have a duration of nine years until the above mentioned law of reorganisation is approved. Therefore, compulsory education starts at present at six years of age and nishes at 15, including ve years of primary level education, three years of [ scuola media ] and the rst year of the upper secondary level Compulsory education - new legislation From september , compulsory education will have a duration of nine years instead of eight. This is an important step in the reform progress affecting the national education system and is a part of an overall rearragement of education cycles. therefore, compulsory education starts at six years of age and nishes at 15. The purpose of the reform is to increase th cultural level of the youngest population. Moreover, the reform aims at reducing school leaving rates. A longer period of compulsory schooling also means that all students will have the opportunity to experiment secondary education and might be encouraged to go on with their studies. The extension of compulsory education ensures equality among students since everyone is given the opportunity to understand his/her vocation. This involves a change in teaching methods and contents. The new key elements are: orientating teaching, exibility and autonomy. School autonomy means a set of tools that school can use to make teaching and learning more ef cient. Students learn at a different pace: some are faster others are slower... The teaching model should, therefore, take into consideration the speci c needs of each student. 2.3 General structure and key guidance moments The education system includes: - nursery school (non-compulsory) for children between 3 and 6 years of age ; - primary education for children between 6 and 11 years of age; - lower secondary education for children between 11 and 14 years of age. Upper secondary education includes different types of schools. Generally speaking, it is attended by students between 15 and 19 years of age. Access to both university and non-university higher education is reserved for students after passing the State examination [ esame di Stato ]. Vocational training

3 courses are run by local authorities and can be attended by people aged between 16 and 25 and sometimes even older. The lower secondary school leaving certi cate [ diploma di licenza media ] is needed to gain access to upper secondary school. Special legislation and experimental initiatives aim at providing special guidance to students who must make decisions about their future career or higher education at the end of upper secondary school. A national system for the pre-enrolment in the university in connection with a wide range of guidance services is now in force (Ministerial Decree no. 245 of 21 July 1997) Reform structure The new education system includes. - nursery school (non compulsory ) for children between 3 and 6 years of age -primary education ( compulsory school ) for children between 6 and 13 years of age. -secondary education includes differnt types of school gathered into four thematic areas: classical area, scienti c area, technical and technological area and artistic area. The rst two years of secondary school are compulsory. In this period, students can consolidate and expand their knowledge and skills, understand their abilities and, therefore, be able to choose what they want to study. Those who decide to interrupt their studies after the rst year in the secondary school receive a certi cate proving that the requirements of compulsory education have been met. The document also contains information about what the student learned and which skills he/she acquired. This document can then be used as a credit to move to vocational traning, apprenticeship or when resuming school. access to both university and non-university higher education is reserved for students after passing the state examination (esame di stato). Vocational training courses are run by local authorities and can be attended by people aged between 16 and 25 and sometimes even older. 2.4 General administration In precedence State Administration (central and peripheral) performed all function with the exception of those expressly assigned to the Regions and other Local authorities, with the above mentioned law the latter now perform all administrative functions with the exception of those reserved to the State. Autonomy regulations (approved with Presidential Decree no. 275 of ) have transferred to schools important administrative and managing functions of the educational service (see articles 14 and following), as well as high responsibility tasks such as de nition of curricula, widening of the educational offer, organisation of school time and classes, etc., within the frame of general branches valid at national level. Law Decree no. 300 of has reformed the government organisation, through a reduction of the number of Ministries and their reorganisation. This reform is based on the principle that central Administration remains responsible for guidance, programming and monitoring tasks and to transfer managing tasks to peripheral administrations. As far as the reduction of the number of Ministries is concerned, the already mentioned Law Decree lays down the general criteria to rejoin the Ministry of Education and the Ministry of the University and Scienti c and Technological Research that had been divided in The Decree assigns to the new Ministry (that will be instituted on the occasion of the next legislature, in 2001) State education authorities include: - The Ministry of Education; Central Of ces - Regional Schools Superintendent [ Sovrintendenza scolastica regionale ] Regional Of ces; - Provincial Director of Education [ Provveditorato agli studi ] Provincial Of ces. 2.5 Administration and management of schools With Law 15 March 1997, n 59, the dismantlement of the old the centralised school system, which had already reached a signi cant stage with the 1974 Delegate Decrees, is now nally completed. The above law (par 21) and the subsequent regulations , n.275 for its application, grant to schools autonomy in teaching, administration, research activities, experimentation and development. The statutory rule of the law concerning school autonomy makes clear, above all, nature and goals of autonomy. Article 1 de nes schools as expression of functional autonomy aiming at determining and implementing the educational offer; it establishes that autonomy grants freedom in teaching and cultural pluralism taking on substantial form through planning and implementation of educational and training interventions aiming at the development of the human beings. 2.6 Private education Article 33 of Italian Constitution lays down two basic principles for educational policy: - the State is obliged to provide a State-school system accessible to all young people and in keeping with their attitudes and aspirations, regardless of their economic and social circumstances; - bodies and private individuals are entitled to establish schools and colleges of education, at no cost to the State delegates ordinary law to lay down rights and duties of non-state schools which apply for equality, it ensures them complete freedom and guarantees to pupils the same treatment of pupils who

4 attend State schools. Therefore, according to the Italian Constitution there should be three types of schools as follows: - state schools, managed directly by the State; - equal schools, run by organisations or private citizens but of cially recognised by the State and therefore authorised to provide certi cates with legal value; - private schools, not authorised to provide certi cate with legal value. 2.7 Private education at a pre-school level Private schools can choose whether to conform or not with the Educational Guidelines [ Orientamenti educativi ]. The Provincial Director of Education [ Provveditore agli studi ] has to supervise private schools through the Head Teacher responsible for that area who authorises the opening of new schools. 2.8 Private education at a primary level Private primary schools are divided into the following categories: 1.Of cially recognised schools [ scuole pari cate ]: these are run by bodies or associations having legal status and are recognised by a convention stipulated by the [ Provveditore agli studi ], following the authorisation from the Ministry of Education. 2.Authorised private schools [ scuole private autorizzate ]: these are run by citizens with a Primary Teacher Training certi cate or a classical or technical diploma magistrale [ scuola magistrale ], classico or technical stating their legal capacity and their morality. 2.9 Private education at a secondary level Quali cations granted by [ scuole legalmente risonosciute ] have the same validity as those issued by State schools of the same type. Legally recognised schools are examination centres, as far as [ diploma di licenza media ] is concerned, only for their pupils Private education at a higher level There are two kinds of institutions at this level of education: 1) institutions providing non-university higher level diplomas for highly specialised professions in the arts sector. These institutes are set up and run by public administrations or by bodies having legal status. If they comply with the programmes and contents of comparable State schools, or if their educational offer is of public interest, the certi cates granted by them are legally recognised. These institutions are supervised by the Inspectorate for Art Education of the Ministry of Education; 2) universities and other higher education institutions. As far as the latter kind of institution is concerned, Law no. 243 of 1991 acknowledges the fact that private universities, legally recognised, set up by private individuals who have provided them with the necessary nancial means for their operation and by local bodies, associations or foundations who provide these institutes with the necessary resources, have existed in Italy for a long time Financing - Educational budget Educational, organisational, research, experimentation and development autonomy, with the exception of nancial autonomy, have been grated to schools. Therefore, according to article 21, sub-paragraph 5, of Law no. 59 of , almost all nancing necessary for the administrative and educational management comes from the State and is divided into ordinary and equalising allotments. A relevant innovation is that such funds are destined to educational, training and guidance activities in general, without any constraints. Some contributions can be provided by Regions, local bodies and private organisations. Such funds are destined to the implementation of projects supported by funds with speci c allocations. As far as acceptance of donations and inheritance are concerned, authorisations of acceptance have been abolished. The State is responsible for school funding both for educational and administrative purposes. Regions have to provide services and assistance to students (canteens, transportation, textbooks for primary schools, aid to the less wealthy, social and health assistance) out of their own budget and they also have to nance plans for the building of schools. Provinces and Municipalities can be delegated by the Region to provide assistance and services and their function is that of providing for school heating, lighting and telephone connections, maintaining school buildings. 3. PRE-SCHOOL EDUCATION (Scuola dell infanzia) The nursery school, which is the rst form of education for children in Italy, is not compulsory but it represents the rst level of our schooling system. The number of pupils attending these schools is increasing and if state and non state schools (Community and private schools) are taken into consideration, has now reached a total of 96% of the children aged between 3 and 5. During this period, teachers

5 have to improve childrens skills about creativity, social attitudes, autonomy and the way of learning. All children who are three years old at the beginning of the school year (September 1st) or those whose third birthday is before the 31st of December of the same solar year can be admitted to a nursery school. As outlined in Law no. 444 of 1968, State pre-schools are composed of three sections, each section groups children of the same age. Sometimes it is possible to form sections with children of different ages and, in small areas, to make up one single-year section. Each section must have no more than 25 pupils, with exception of sections with handicapped pupils. From the 1st of September 2000, thanks to autonomy, each school sets up its organization and didactical structure with the highest level of discretionary power in compliance with the general objectives of the national education system, teaching freedom and educational choice of the families, programme of studies, subjects and number of hours. The curriculum of nursery schools is based on the close correlation between the educational aims (identity, autonomy, competence), the dimensions of development and the symbolic-cultural systems. These three elements originate the following elds of experience which are to be understood not as teaching subjects but as areas of experience and action for the child: a) body and movement; b) speech and words; c) space, order, measure; d) things, time, nature; e) messages, forms and media; f) the self and others. As far as the educational planning is concerned, the teachers are responsible for the allocation of the hours necessary to deal with topics related to the speci c areas of experience. 4. COMPULSORY EDUCATION Compulsory education begins at the age of six years and continues up to the age of 14, including ve years of primary and three years of lower secondary education. There is a longstanding proposal by the Government to extend compulsory education from eight to ten years, that is, until 16 years of age. Compulsory education may be completed by attending state or non-state schools or through education at home. Compulsory schooling is governed by national laws and regulations, which apply throughout the country in both state and of cially recognized private institutions. The latter may obtain state funding if the service they offer replaces or integrates with that offered by the State Primary Education (Scuola Elementare) Type of school providing this education: Scuola Elementare Length of program in years: 5 Age level from: 6 to: 11 Certi cate/diploma awarded: Diploma di Licenza della Scuola Elementare Between 1985 and 1990 primary education underwent a process of renewal with new programmes (curricula) and a new structure set out in legislation. The educational aims and programmes of primary schools (Scuola primaria) are de ned and set out on a national basis. Under the terms of the legislation of February 1985, primary school education is aimed at promoting initial cultural literacy and the full development of the individual pupil, with an emphasis on interaction with families and the broader social community. The law of 1990 also indicates how educational activities at primary level should be linked with those at pre-school and lower secondary levels. Children spend 5 years of primary education, from age 6 to 11, in primary schools. Primary education is provided in state and of cially recognized private schools and is free of charge; the number of completely private schools is very small. Children normally attend the school closest to their home. Schools must be established in locations where there are at least 10 children of compulsory school age in a 2-kilometre radius. In small schools all ages and abilities may be combined in one group. Classes comprise no more than 25 pupils, and no more than 20 if there is a handicapped child requiring special education. Primary education is divided into two stages, one of two years (cycle 1) and one of three years (cycle 2). Pupils automatically pass from cycle 1 to cycle 2 and move freely within each cycle. In cycle 1, teaching is multidisciplinary and the class teacher plays a predominant role, although the same class group or groups of pupils from different classes may be organized in an open class system and taught by several teachers. The planning of these activities is the responsibility of the Teachers Assembly (Collegio dei docenti). In cycle 2, different teachers are used and teaching is divided into subject areas. Since 1990, teachers have no longer been allocated to a class but to modules comprising two classes with three teachers or three classes with four teachers. Teachers are not subject specialists, but on the basis of their speci c competences they are responsible for one of the three subject areas covered by each module (see ). Teachers remain in the same module for a whole cycle. The school year starts in September and ends on 30 June, with holidays at Christmas,

6 at Easter and in the summer (see Pre-school education). It covers a minimum of 200 school days per year. In the rst year, the timetable covers 27 hours a week; this increases to 30 hours in the second year. It may be spread over ve days from 8.30 a.m. to 4.30 p.m. with a lunch break, six mornings from 8.30 a.m. to 1.00 p.m., or ve/six mornings and one, two or three afternoons a week. Based on parents choices, extracurricular activities may be provided by schools in the afternoon, as long as the total number of hours does not exceed 37 per week, including lunch breaks. The length of each lesson is exible and decided by the teachers. The Law of June 1990 reformed the primary school system and allowed the new curricula, approved in legislation of February 1985, to be fully implemented. Subjects set out in the ministerial curricula are: Italian language, foreign language (introduced from the 3rd year in the 1992/93 school year under the Decree of June 1991), mathematics, sciences, history, geography, social studies, art education, education in sound and music, physical education and Catholic religion (optional). Teaching in the rst two years (cycle 1) is through an overall pre-disciplinary approach. Differentiation between subjects develops gradually in the third to fth years (cycle 2). Teaching is divided into modules comprising three areas where subjects are grouped together (linguistic-expressive, scienti c-logical-mathematical and historicgeographical-social). Teachers are responsible for one of the three areas and coordinate their own teaching activities with those of the other teachers in the module to ensure coherence and uniformity of teaching. The choice of textbooks is left to the individual teachers. Assessment Pupils progress and maturity are assessed throughout the school year on the basis of individual teachers observations of written and oral classwork and homework by the Inter-Class Council (Consiglio d interclasse), an assembly of teachers of all the parallel classes. For the purposes of assessment, the school year is divided into periods of three or four months and a report (scheda) is sent to parents at the end of each period. Assessments are not expressed in the form of numerical marks; the reports show the overall development and formation of the pupil s personality and his or her commitment to learn. Parents may meet teachers for an explanation of the reports. There is a nal assessment, based on the year s work, at the end of the year for admission to the following year; non-admission only takes place in exceptional cases at the recommendation of the Inter-Class Council. At the end of the fth year, pupils take the primary school leaving certi cate examinations (Licenza elementare) to gain access to lower secondary school (scuola media). This consists of two written papers, relating respectively to language and expression and logic and mathematics, and one oral examination covering all subjects together. The examiners are the class teachers and two teachers nominated by the Teachers Assembly. Should a pupil fail this examination, which is extremely unusual, he/she may repeat the year and retake it. Teachers Until now, primary school teachers have been trained at upper secondary school level (Istituto Magistrale) through four-year concurrent academic and teacher training courses, including teaching practice. Under the legislation of November 1990, primary school teachers, like nursery school teachers, will eventually be trained through a four-year university course. After gaining a quali cation, teachers must pass the examination (concorso) to acquire permanent teacher status. Primary school teachers may work fulltime or part-time and those in state schools are civil servants. Those teaching in of cially recognized private schools must have the same quali cations as those in state schools. Teachers are not legally required to follow in-service training. Types of Institutions Compulsory schooling starts with primary education which lasts ve years and is aimed at children between 6 and 11 years of age. Primary schools are widely spread all over the country. The establishment and the actual operation of state primary schools are regulated by general provisions which apply to the whole of the country. The difference between various school institutions is determined by the number of pupils, the number of classes and the timetable adopted: module of 27 or 30 hours per week or full time with 40 hours per week [ classe a tempo pieno ]. Obviously primary schools too can be state-owned or private. Reform in progress Thanks to the reform of school system (Bassanini Law n. 59/1997) primary education lasts seven years and is aimed at children betweeen 6 and 13 years of age. Reform in progress: Autonomy The Bassanini Law ( l. n. 59/1997) provides to schools with didactic and organisational autonomy. Autonomy gives teachers a whole series of opportunities to make current curricula more exible and adjiust

7 them to the student s learning needs. It consolidates the innovative work that many teachers have alredy been doing. Thanks to the reform each school will estabilish and will provide students and their families with the speci c Education Plan in which they ll describe: 1. subjects and activities they chose for the section of the curriculum they planned; 2. additional subjects and activities for the optional section of the curriculum; 3. student s evaluation methods and recognition of credits; 4. planning of research and experimentation; 5. the school organisation and the use of techers. Entrance requirements All children who have reached the age of six at the beginning of the academic year or will do so by 31st December of that year can enrol in primary school. Restrictions concerning the choice of the school can be due to the accomodation facilities of the school premises and the number of units of the school staff; in these cases priority for the enrolment is generally granted to resident pupils. The primary level of education unfolds in ve years. Classes are usually made up of no more than 25 and no less than 10 pupils, with exception of classes with handicapped pupils. Multi-classes (where pupils from different classes are grouped together) cannot have less than 6 and more than 12 pupils. Programmes of studies, subjects and number of hours. The subjects set out in the Ministerial curricula are: Italian language, foreign language, mathematics, sciences, history, geography, social studies, education to art, sound and music, physical education, religion (this is the only optional subject and the family decides whether to include it or not in the curriculum). Final Examinations At the end of class 5, pupils sit the primary school leaving examinations [ esami di licenza elementare ] allowing them to move on to the second stage of compulsory education: the lower secondary school [ scuola media ]. The primary school leaving examination ([ esame di licenza elementare ]) comprises two written tests and an oral test. 4.2 Lower Secondary Education (Scuola Media Inferiore) Type of school providing this education: Scuola Media Inferiore Length of program in years: 3 Age level from: 11 to: 14 Certi cate/diploma awarded: Diploma di Licenza della Scuola Media The last three years of compulsory schooling, for pupils aged 11 to 14, take place in lower secondary schools (scuola media). Access is dependent on passing the primary school leaving certi cate examinations. Pupils may remain longer than the compulsory three years if they have to repeat years; some drop out before taking the lower secondary school leaving certi cate examination (5.6% in 1991). Lower secondary schools are fully comprehensive and provide free education (according to a common curriculum) to all children in the appropriate age range, regardless of their origin or social status. Their aim is as much to train pupils for adulthood and citizenship as for further study. They must be set up in communes with at least 3,000 inhabitants or wherever there is a need for such a school, according to the law of December No school may have more than 24 classes and no class may contain more than 25 pupils. Pupils are grouped according to age. Teachers are specialized in individual subjects but interact with each other. Each teacher is assigned to a class but teaches his/her specialized subject to his/her own or other classes. Teachers normally stay with the same classes for the three years. There are still a few private lower secondary schools; they account for less than 10% of pupils at lower secondary level. The school year starts in mid-september (no earlier than 10) and ends on 30 June, covering a minimum of 200 school days per year. The compulsory timetable consists of 30 hours of lessons per week ( ve hours for each morning from Monday to Saturday), distributed amongst the various subjects in periods of 60 minutes. There must be a ten-minute break after the second or third hour. At the request of a suf cient number of families (enough to allow for the formation of one or more classes), a school may decide to extend the school timetable to hours a week (plus school lunch breaks). These additional hours are used for extra-curricular or subsidiary studies. The general outline of the curriculum is laid down by the Ministry of Education, and is adapted to local and environmental circumstances by each school. The new teaching programmes, outlined in the law

8 of February 1979, underline that the school s aim is to prepare pupils for life and careers and stipulate that individual subjects should be taught separately, by specialized teachers, but be linked with other subjects through cooperation between the teachers and interdisciplinary activities. The subjects taught in all three years are: Italian, history, civics, geography, foreign language, sciences (mathematics, physics, chemistry and natural sciences), technical education, art, music, physical education and religion (optional). There are no prescribed textbooks; the Teachers Assembly in collaboration with subject teachers chooses one or more commercially produced textbook per subject. Assessment and quali cations In accordance with the Law of August 1977, the traditional grading system based on marks of one to 10 assigned by the individual teachers has been abolished, as have remedial examinations. Now, each teacher enters in a personal record (scheda personale) systematic comments on the learning progress and the level of maturity of each pupil; this is based on all oral and written classwork and homework, attitudes and behaviour. For the purposes of assessment, the school year is divided into three or fourmonth periods. At the end of each period, an analytical written assessment based on the information in the personal record is submitted by each subject teacher to the Class Council (Consiglio di classe), composed of all the teachers, which then formulates an overall written assessment. The written assessments and the personal record are sent to parents with explanatory notes. At its nal overall assessment meeting of the year, the Class Council decides whether pupils should be promoted to the following year. At the end of the third year, pupils take the examination for the lower secondary school leaving certi cate (Diploma di Licenza Media), which is necessary for entry to upper secondary schools. This is administered by the teachers and an outside chairman. The examination consists of three written tests (Italian, mathematics and a foreign language) and a multidisciplinary oral test. The marks for each test are used as a basis for determining an overall mark of excellent, very good, good, or adequate (pass marks) or fail. For pupils passing the examination, advice and suggestions regarding further education are appended to the certi cate. Each pupil receives an attestation of completion of compulsory education, which contains the nal overall assessment of the Class Council; it is attached to the personal record. Teachers Teachers are required to have obtained a university degree or a diploma from an institution of higher education in their specialist subject. University courses last between four and six years, while those in higher education institutions last between three and four years. Prospective teachers must then pass speci c aptitude tests to have access to a probationary year of teaching. During this year, the teacher must follow training seminars and then pass the examination (concorsi) to acquire permanent teacher status. Under the law of November 1990, specialization courses will be organized for prospective secondary school teachers at postgraduate schools. These will lead to a diploma qualifying for the teaching profession and required for admission to examinations for permanent posts in secondary schools. Teachers in state schools are civil servants. Since 1989 it has been possible to work part-time, usually for 50% of normal working hours. Teachers are not legally required to follow in-service training. Structure of schools The [ scuola media ] has no diversi ed curricula or programmes. Both state lower secondary schools and legally recognised private schools ([ scuola media ]) are present. In schools attached to colleges of art [ Istituti d arte ] and to conservatoirs [ Conservatori di musica ] there is provision for 2 or 3 additional hours of teaching in order to allow for art education and music education. This is not relevant in view of the attainment of the school leaving certi cate for continuing in further education. Entrance Requirements For admissions to lower secondary school [ scuola media ] pupils must possess the primary school leaving certi cate [ diploma di licenza elementare ], which is normally obtained at the age of 11. External candidates are admitted to the second or third class if they pass an aptitude examination [ esame di idoneità ], which they may sit provided that they possess the primary school leaving certi cate [ diploma di licenza elementare ] and are or will be aged 11, 12 or 13 respectively in the relevant calendar year. Optional Subjects No optional subject is envisaged in lower secondary schools [ scuola media ], except for religion, that is an optional subject at every school level. Despite the unique structure of lower secondary education, the following variations of school time have been introduced over the years in accordance with the requests of the society and school community: normal school time (30 weekly hours), [ tempo prolungato ] (36 weekly hours), normal school time integrated with experimentation of a second foreign language (33 weekly hours). Certi cates

9 At the end of the school year and after the nal assessment, results are reported on a certi cate issued by the school. The lower secondary school leaving examination [ esame di licenza media ] includes three written tests: Italian, mathematics and a foreign language, and an interdisciplinary interview on all the subjects studied. The results of the lower secondary school leaving examination ([ esame di licenza media ]) are reported on the lower secondary school leaving certi cate [ diploma di licenza media ]; the relevant form is printed and distributed by the Ministry to each school. The certi cate contains a classi- cation ranging from excellent, to very good, good and fair. Upon request, families can obtain the analytical evaluation awarded by the examination committee. If the results are not good, the pupil may be de ned non licenziato, meaning that he/she has not passed the examination. Employment Opportunities, Training - Employment- Relationship According to Law no. 9 of , compulsory education, that previously nished at the age of 14 with the attainment of lower secondary school leaving certi cate ([ diploma di licenza media ]), is extended to the rst school year of upper secondary education. Hence, pupils don t decide anymore at the end of [ scuola media ] if they continue their studies, start vocational training or a working activity. 5. SECONDARY EDUCATION (Scuola Secondaria) After completing compulsory education and passing the lower secondary leaving examination [ esame di licenza media ], young people may enter upper secondary education courses lasting ve, four or three years. Actually, compulsory education nishes at the end of the rst year of upper secondary education. Law no. 9 of and the pertaining statutory rule provide that compulsory education is accomplished if pupils obtain the promotion to the second year of upper secondary school or once they have reached 15 years of age and have attended compulsory school for at least 9 years. Upper secondary education is intended for young people between the ages of 14 and 19 years. After completing compulsory education (lower secondary school) they can follow courses lasting three, four or ve years, after which they have the choice of entering higher education or employment at middlemanagement level or as specialized workers. All post-compulsory schools belong to upper secondary education which consists of the following categories: 1) [ ordine classico e scienti co ] Classical, Scienti c and Teacher Training; 2) [ ordine artistico ] Art; 3) [ ordine tecnico ] Technical; 4) [ ordine professionale ] Vocational. Until the full implementation of the law of November 1990 reforming university arrangements, schools of nursery and primary teacher training continue to be included in the classical category of upper secondary education. In 1993, 31.6% of the age group entered classical and scienti c education, 3.5% artistic, 35.8% technical and 19.5% vocational. Upper secondary education remains the only level of education that has not changed its structure for several decades. However, a Presidential Decree of 1974 allows schools to carry out innovative projects, in particular to increase the number and type of courses and introduce new subjects. (Over 63% of schools are involved in such projects.) Under a general reform of upper secondary education the Ministry of Education has been examining the possibility of extending compulsory education to 16 years of age. At present, 25% of pupils in this category of education leave school during the rst two years. As mentioned, to be granted access to upper secondary schools, pupils must hold the lower secondary school leaving certi cate (Diploma di Licenza Media). On the basis of the guidance from lower secondary teachers, appended to the certi cate, pupils and their families choose which upper secondary school they wish to attend. The only real limitation is the physical capacity of the school. Most upper secondary schools are state schools; a small number, about 9%, are private. All upper secondary schools charge tuition fees but, in accordance with the constitutional right to study, pupils in state schools may be exempt from fees (or receive nancial support), on the basis of family income and/or their (achievement in the) assessment at the end of each year. All pupils pay for textbooks. Pupils are normally grouped according to age, taking account of the cycle and the subjects studied. Within the same classes, subjects are taught at the same level to all. Pupils in dif culty may receive help from subject teachers. Teachers normally stay with the same classes throughout each cycle. The school year begins in mid-september and ends on 30 June, covering a minimum of 200 school days including assessment periods (except the nal upper secondary examination which may be held in July). It is divided into three terms with long holidays in the summer and shorter breaks at Christmas and at Easter. 5.1 Entrance requirements Any student who has obtained the lower secondary school leaving certi cate [ diploma di licenza media ] may attend upper secondary education.

10 5.2 Curricula and Specialisation Schools belonging to the classical studies [ ordine classico ] are: 1) Classical Lycées [ Liceo classico ]: It includes ve years of study and is structured in two cycles: a two-year lower cycle [ ginnasio ] classes IV and V, because before the establishment of the [ scuola media ], it was preceded by a three-year lower cycle and a three-year upper cycle (classes I, II and III). The aim of the Classical Liceo is to prepare pupils for university and other forms of higher education. In 1991, 70% of schools in the classical category took part in innovative projects which have led to changes in their structure and content, particularly in the eld of linguistic and educational-social specializations. Studies take ve years and consist of two cycles: - the lower cycle, the 4th and 5th Ginnasio classes, so called because they constitute the last two years of the old ve-year Ginnasio (the rst three years of the Ginnasio have been absorbed into the lower secondary school); - and the upper cycle, the 1st, 2nd and 3rd Liceo classes. (The examinations for passage from the Ginnasio to the Liceo were abolished in the 1960s.) The number of lessons per 6-day week varies from 27 to 29, each of 55 minutes duration. The compulsory subjects are: Ginnasio: Italian language and literature, Latin language, Greek language, foreign modern language and literature, history, geography, mathematics and physical education. Liceo: Italian language and literature, Latin language and literature, Greek language and literature, history, philosophy, natural sciences, chemistry and geography, mathematics and physics, history of art and physical education. Religion is optional. 2) Scienti c Lycées[ Liceo scienti co ] It comprises a ve-year course, focusing on scienti c training in the three-year cycle. The Scienti c Liceo aims to develop and deepen the education of pupils intending to follow university studies in science, medicine and surgery. Since 1968, this Liceo has permitted access to all types of university training or higher education. It consists of a ve-year course, divided into an initial period of two years, followed by a period of three years, without intermediate examinations. The two cycles are separated solely for the purpose of structuring teaching programmes and subdividing teaching posts. The timetable is made up of 25 to 30 lessons per week, each of 55 minutes duration, spread over a 6-day week. The compulsory subjects are: Italian language and literature, Latin language and literature, foreign language and literature, history, philosophy, geography (in the rst year), natural sciences, chemistry and astronomical geography (in the last years), mathematics and physics, drawing and physical education. Religion is optional. 3) Linguistic Lycées[ Liceo Linguistico ] 4) Primary Teacher Training School (Istituto Magistrale) The Primary Teacher Training School trains primary school teachers and provides access to further study at the university faculty of education. This school offers a four-year course which can, however, be completed by a fth year, at the end of which pupils have access to certain university faculties related to the studies followed during this fth year. The school week covers ve days with three hours of classes per day. The compulsory subjects are: Italian language and literature, Latin language and literature, foreign language (only in the 1st and 2nd years), philosophy, education and teaching practice and psychology, history, civics, geography (only in the 1st and 2nd years), natural sciences, chemistry and geography, mathematics and physics, drawing and history of art, choral singing, physical education. Religion and a musical instrument are optional. 5) Nursery Teacher Training School (Scuola Magistrale) The Nursery Teacher Training School trains teachers for nursery schools and consists of a three-year course. There are 30 hours of classes spread over a 6-day week.

11 The compulsory subjects are: Italian language and literature, education, history and geography, accountancy, mathematics and natural sciences, hygiene and paediatrics, music and choral singing, home economics, theory and application of physical education, handicrafts and drawing, teaching practice. Religion is optional. Assessment and quali cations (all classical type education) For the purposes of assessment, the school year is again divided into periods of three or four months, depending on the Teachers Assembly of each school. At the end of each period, the Class Council discusses and assesses each pupil s work. This is based on the grades received by the pupil in oral and written tests taken in all subjects during the year, which teachers of each subject enter in the class register. Information provided by all the teachers as to the regular attendance and participation of the pupil in all subjects, the initial level of the pupil and his/her subsequent progress and other useful information obtained from contacts with the pupil s family are all taken into account. At the meeting of the Class Council, which takes place at the end of the nal period of the year, a nal assessment of the commitment and progress of each pupil throughout the school year is given. This is expressed by a mark out of 10. Pupils must achieve at least 6 out of 10 for each subject and 8 for behaviour. Those with lower grades for some subjects must pass a repeat examination in September before entering the following year. At the end of the upper secondary school, pupils take the examination for the upper secondary school leaving certi cate (Diploma di esame di stato). Only those with a positive assessment for the previous year are admitted to this examination; in fact, nearly 100% of pupils take it. The examination comprises two written tests and one oral test, set by the Ministry of Education. They are marked by a board of examiners comprising a teacher from the school and teachers from other schools appointed by the Ministry of Education. In the rst written test pupils must answer one of four questions, which are intended to discover their expressive and critical abilities. The second written test relates to the content of a subject studied during the nal year. The oral test covers two subjects selected respectively by the candidate and the examining board and includes discussion of the written tests. The nal assessment is in the form of a mark out of 60. Guidance on further studies is submitted in writing at the request of those interested. The certi cate is speci c to the type of school (Diploma di esame di stato.). Teachers See Lower secondary education. Art education [ ordine artistico ]: includes the following types of school: 1) Art Lycées [ Liceo artistico ] Courses last four years and are structured in two sections: one for gurative arts and stage design, the other for architecture; students can attend a fth year called [ corso integrativo ] in order to enrol in the University. The aim of the Artistic Liceo is to provide pupils with specialist education in painting, sculpture, stage design and architecture. The course lasts for four years and is divided into two sections: one for the study of gurative arts and stage design; and the other for the study of architecture. The rst two-year cycle is identical in both sections; in the second cycle the number of hours for artistic subjects differs. The rst section provides access to higher-level courses at the Fine Arts Academy (Academia di Belle arti), the second to the university faculties of architecture. By following a fth year, pupils can take examinations to obtain the artistic upper secondary school leaving certi cate (Diploma di Maturità Artistica), which provides access to all university faculties. There are lessons per 6-day week to allow extra time for artistic subjects. The compulsory subjects are: General subjects: Italian language and literature and history, history of art, mathematics and physics, natural sciences, chemistry and physical geography, physical education. Artistic subjects: Life drawing, still life, gure modelling, ornamental modelling, geometric drawing, perspective, elements of architecture and anatomy for artists. Religion is optional. 2) School of Applied Arts [ Istituto d arte ]: Courses last for three years and are structured in sections depending on the art specialisation s: ornamental painting, ornamental sculpture, graphics, wood, ceramic and metal applied arts, etc. Applied art courses include practice in the laboratory. Law 27 October 1969, no. 754 has instituted in Schools of Applied Arts further

12 courses lasting two years, which lead to a diploma di maturità granting admission to University. The aim of the Art Schools is to prepare pupils for traditional types of work and artistic output in industry, using the raw materials of the region. The study programmes of these schools cover a total of 34 sections (the arts of ceramics, gold, textiles, coral, alabaster, printing, wood, mosaics, glass, etc). Courses initially last three years and lead to the nal examination for obtaining the master of art diploma (Diploma di Maestro d Arte Applicata). A further two-year course has been established experimentally in some schools, making it possible for pupils to obtain the applied arts upper secondary school leaving certi cate (Diploma Maturità di Arte Applicata), which allows them to continue studying at higher-level art schools. There are lessons per week to allow extra time for artistic subjects. The compulsory subjects are: General subjects: Italian language and literature, history and civics, history of art and of applied arts, mathematics and physics, natural sciences, chemistry and geography. Artistic subjects: Geometric and architectural drawing, life drawing, plastic arts. Religion is optional. 3) Music School.[ Conservatorio di musica ]: Courses of varying duration offering a specialised musical training. Art education also includes the Fine Arts Academy [ Accademia di belle arti ], Upper Secondary School for Art Industries [ Istituto superiore per le industrie artistiche ], the National Drama Academy [ Accademia nazionale di arte drammatica ] and the National Dance Academy [ Accademia nazionale di danza ]. [ ordine tecnico ] includes the Technical schools [ Istituti tec- The Technical Education nici ]: The purpose of technical education is to prepare pupils between the age of 14 and 19 years for work in particular occupations or to undertake technical or administrative duties in the areas of agriculture, industry and commerce. There are nine different types of Technical School (Istituto Tecnico): for agriculture, commerce, business with foreign languages, tourism, surveying, industry, foreign trade, naval and female occupations. The latter are open to both female and male pupils despite their name. The courses are divided into two cycles, one of two years and one of three years. In the rst two-year cycle all pupils study the same subjects, the only difference being the practical work carried out in the laboratories and workshops speci c to certain departments. In the following three-year cycle, the subjects relating to the specialist option predominate, with considerable scope for related practical work. The timetable for practical and theoretical lessons over the 6-day week varies between 31 and 38 hours of lessons, lasting 50 minutes. Generally, the curriculum of the technical school during the rst two-year cycle comprises the following subjects common to all departments and specializations: Italian language and literature, history and civics, geography, foreign languages, mathematics, physics, natural sciences and chemistry, drawing, physical education, religion (optional). The only difference lies in the practical exercises which are carried out in the different departments. In the following three-year period, general subjects such as Italian literature, history and civics and physical education are common to all; the other disciplines are related to the speci c department or specialization, with much of the programme devoted to speci cally-oriented practical exercises. Assessment and quali cations See Vocational education. Teachers See Lower secondary education. Vocational education Vocational education offers a three-year course to pupils aged 14 to 17, with an extension for those who follow the ve-year experimental courses to 19 years of age. The purpose of the Vocational School (Istituto Professionale) is to train skilled workers, with particular attention to the local labour market. There are ve types of vocational schools: for agriculture, trade and industry, commerce, the hotel industry and female occupations. Again, the latter are open to both female and male pupils despite their name. Each school comprises different quali cation sections matched to pro les required by the labour market. There are about 180 quali cation sections in all, though not more than 60 per school. There are a minimum of

13 31 and a maximum of 40 practical and theoretical lessons of 50 minutes per week. The curricula in the Vocational Schools are more exible than in the Technical Schools. There are no xed patterns regarding the subjects taught and the timetables. Ministerial decrees establish the vocational pro les and the subjects common to all sections. Quali cation examinations may be taken at the end of the two or three-year courses. Since 1969, experimental ve-year courses have been set up in these schools with the purpose of providing a more general and applied education. Courses lead to the labour market or higher education. In the ve-year course more time is devoted to general subjects in the rst two years. It is also possible for those pupils on the shorter, two or three-year vocational courses to join the ve-year course in the fourth year, once they have passed their quali cation examinations, or to join a two-year integration course set up to complement a three-year course. The ve-year course may also be set up in Technical Schools to test new vocational pro les. The timetables and curricula are organized in the same way as for the short courses. Subjects common to all sections are: Italian language and literature, history, civics, physical education and religion (optional). In addition, there are subjects speci c to each specialization and its related technologies. Assessment and quali cations (technical and vocational education) Pupils in technical and vocational education are assessed in the same way as those in other schools of upper secondary education. On completion of the basic courses offered by Technical Schools, the veyear experimental courses, or the two-year complementary courses for Vocational Schools, pupils who have received a positive assessment for the previous year are admitted to the vocational or technical school leaving certi cate examinations in the specialization chosen during their studies. The examination procedure is the same as for other types of upper secondary schools. Teachers See Lower secondary education. 5.3 General Objectives For upper secondary school the law set some goals based on a basic principle: [ Liceo classico ] (Classic Lycées) and [ Liceo scienti co ] (Scienti c Lycées) would prepare young people for university and higher education, [ Istituti magistrali ] (Teacher Training Schools), [ Istituti tecnici ] (Technical Schools) and [ Istituti professionali ] (Vocational Schools) would provide them with a vocational specialisation, while ensuring a general cultural training. According to Law no. 910 of 1969, all young people with an upper secondary school leaving certi cate can attend university courses. 5.4 Upper Secondary School Examination At the end of the upper secondary school, students take the examination for the upper secondary school leaving examination [ esame di Stato ]. All students of state schools and of cially recognised schools [ scuole legalmente riconosciute ] who have completed the last year of course can take the examination. On particular conditions are admitted external candidates older than 19 years. The examination comprises three written tests and one oral test. 5.5 Employment Opportunities, Employment-Training Ratio The students who have obtained the certi cate at the end of the upper secondary school can enrol in a University (to obtain a university diploma [ diploma universitario ] or a degree [ laurea ]) or they can enter the working world (students who have obtained a certi cation in a technical school [ Istituti tecnici ] or in a vocational school [ professionali ]) directly or after a vocational training course or a post-secondary course. 5.6 Reform in progress Secondary school s strucuture has been modi ed by new legislative measures: two laws in particular n 144 and n 196.These two laws concerne the best known riforma dei cicli Scuola media inferiore will be abolished. The third year of this school will become the rst of the secondary school. Secondary school will last 5 years:the rst two are compulsory, the other three are specialistic. It is divided in 4 different thematic areas: 1 classical area:- classical literature and ancient languages -modern literature and modern languages.

14 2 scienti c area:-sciences and maths -social sciences 3 musical and artistic area 4 technical and technological area: -production -economy -enviroment services - natural and agricultural resources services - social and individual services Now sudents have the opportunity of changing their studies at 15 years withouth being failed. This is the reason why, there will be a new didactic planning based on: - division in moduli* - new curricula - assessment in crediti formativi** Thanks to autonomy, italian teachers are working very hard to propose new curricula in according to the thematic areas of secondary education. Students have to developt specialistic and technological skills to become not only italian citizens but European citizens. * is a didatic scheme chararacterized by regular examinations and tests with the aim of testing different skills and abilities. ** this new estimative system considers each credito as a title which can be used by the student in his educational course.