DEHEMS project. Description of the Professional Domains EDUCATION. Country: Italy

Transcription

1 DEHEMS project Description of the Professional Domains EDUCATION Country: Italy

2 1 Which study fields/study areas are covered by this professional domain? Teaching and education professional domain is a complex and diversified field, involving the delivery of educational services to almost the whole country population. It concerns with provisions of pre-primary, primary, secondary and tertiary teaching services, as well as adult and long life learning education. Since , Italian higher education legislation renewal had substantially modified pre-school and primary education professional domain, whilst secondary and tertiary professions had not been subject to such an in depth change. Indeed, until the mentioned regulation reform, pre-primary and primary education was provided by teachers having successfully concluded vocational upper secondary programs equivalent to four years full time ISCED 3C level. Hence, the successful completion of an ISCED 5A four years full time equivalent program, denominated Primary level teaching and education science Laurea vecchio ordinamento (LvO) was required as minimum criteria to enter such professional domain. Is should be noted, meanwhile most of 5A programs for any study fields were reformed to three years full time equivalent, programs to teach in the preprimary and primary schools did not, and their duration was settled as it was stated before At the same time, three years full time equivalent ISCED 5A programs were settled to train nursery teachers and professionals attached for planning and manage socio cultural or vocational programs within school system as well as any public and private organizations. Both lower and upper secondary education professional domain had been partially reformed. Minimum requirements to enter such domain are nowadays the successful completion of those 5A programs leading to a second level degree, which in most of the cases is gained after three years full time equivalent degree (ISCED first degree or Laurea, L) followed by another 2 years full time equivalent program (Laurea Magistrale, LM), whit a limited number of 5A five years full time equivalent programs, directly leading to a 5A second level degree, denominated Laurea magistrale a ciclo unico (LMCU). Until 1999 reform, successful completion of ISCED 5A four of five years full time equivalent programs gave access to such professional domain. With regard to secondary education, each 5A second level degree gives access to teach specific topics, as stated by MIUR decree n. 39, enacted on January the 30 th, Specific courses such as music or visual arts, compulsory within lower secondary level education, are yielded by graduate from conservatories and arts academies. With regard to tertiary education professional domain, access to faculty positions requires successful completion of ISCED 6 level research doctorate (Dottorato di Ricerca, Ph.D.), from the same study field, gained after at least three years full time equivalent program. With concern to pre-primary and primary education, a specific and not reformed program denominated Primary level teaching eaching and education science LvO, having a four years full time equivalent duration had been settled by MIUR as study area to train professionals to be appointed within the mentioned fields. Secondary and tertiary education professionals should gain degrees from all existing study area, according to MIUR study area classifications, being allowed to teach those topics related to their fields. Finally, L 19 class (having a three years full time equivalent duration) includes programs aiming to train professionals appointed for 1 For further details see MIUR decrees n. 509/1999, n. 270/2004, n. 386/2007, n. 544/2007 and the Ministry decree issued on March, the 16 th, 2007.

3 nursery teaching and for planning, implementing and manage socio-cultural or vocational activities, with inclusion of long life learning and adult programs, within any productive sector. Successful completion of three years full time equivalent L 19 class programs, give access to a number of second cycle two years full time equivalent LM classes such as: LM 50, educational services planning and management; LM 57, adult education and long life learning science; LM 85, pedagogy; LM 93, e-learning and media education theory and methodology. Graduates of the Laurea Magistrale must acquire a profound knowledge of their specific sector, including the ability to integrate and apply different disciplines form any study field. By mastering the appropriate educational and teaching methodologies, the graduates of these courses should be able to analyze, design and manage decisional processes and solutions within the teaching and educational field. The curricula require the graduates to become fluent in at least one language of the EU other than Italian, and to master the specific vocabulary of the field. With regard to Primary level teaching and education science LvO, L 19 and mentioned LM classes, curricula include fundamental knowledge in various fields such as: pedagogy, psychology, Italian language and literature, geography, history and philosophy. They also includes courses, aiming to improve students general knowledge, from many scientific fields (such as math, computer science, physic, botanic, zoology and other), from anthropologic topics and form law and economics topics. As strictly stated by MIUR, each class is characterized by common core subjects, and characterized by supplementary courses shaped for meeting specific training needs. In relation to their specific objectives, all degrees require also internship activities, mainly involving with placement in pre-primary and primary schools, with concern Primary level teaching and education science LvO, or, with regard to L 19 and LM classes degrees, in any public and private organizations yielding or offering educational activities. An effective knowledge of at least one additional European languages is required. The table below sketches the range of potential occupations of the graduates in the professional domain. Further analysis will exclude those study fields involved with teaching within secondary and tertiary education: as already mentioned, each 5A second level graduate from all existing study area, as stated by MIUR, are allowed to teach specific topics within such professional domains and it will not subject to in details examination.

4 Perspective careers for the graduates of the different classes within the professional domain L 19 LvO LM-50 LM-57 LM-85 LM-93 Teaching and training science Primary level teaching and education science Educational services planning and management Adult education and long life learning science Pedagogy E-learning and media education theory and methodology Nursery teaching positions, socio-cultural and vocational training positions within any public or private organization involved with offering internal or external educational services Pre-primary and primary levels teaching positions Positions involved with planning and manage educational and training activities within any public or private organization and productive sector Positions involved with planning and manage adult educational and training activities within any public or private organization and productive sector Pedagogic consultant positions within public or private organizations involved with social and educational diseases With regard the third cycles, a wide range of courses is offered at Master (ISCED 5A further level) and PhD (ISCED 6 level) levels, they entail a very high level of specialization in the specific field. Access to the courses is generally regulated by an entry test. As surveyed by Italian Statistic Institute (ISTAT, Istituto Nazionale di Statistica) and Ministry of education statistic office, there are, among ninety-five universities,35 institutions offering nowadays teaching, training and educational science study programs leading to a 5A degrees within 14 ISCED study field. In the teaching and education study area, at the end of 2008, 109 programs leading to 5A first degree (three years full time equivalent) and 58 programs leading to a 5A second degree (two years full time equivalent and requiring at least a 5A first degree for admission) were offered around the country 2. Universities offer also a wide range of advanced study programs such as master s degrees, which admission requires 5A first or second degree, devoted to further qualifications and classifiable within ISCED 5A further level. A number of universities offer a three years duration doctorate programs according to ISCED 6 level, which admission requires a 5A second degree, whilst ISCED 5B programs are not provided within the teaching and education domain 3. 2 MIUR (2008), L università in cifre 2008, p For further details about Italian higher education programs and degrees, in comparison with ISCED classifications, see ISTAT - classificazione dei Titoli di studio,

5 2 Which types of institutions are offering this professional domain? Teaching and educational professionals are nowadays always required to successful complete an ISCED 5 or 6 level programs, administered only by public or legally recognized private universities, according to rules and goals as strictly defined by Ministry of education (MIUR, Ministero dell istruzione, università e ricerca) decrees and under the National Universities Committee (CUN, Consiglio Universitario Nazionale) control and approval, and leading to a fully recognized degree. 3 Please give a quantitative overview about professional domain 3.1 Number of offered study programs and number of HEI offering the program As detailed above, In the teaching and education study area, at the end of 2008, 109 programs leading to 5A first degree (three years full time equivalent) and 58 programs leading to a 5A second degree (two years full time equivalent and requiring at least a 5A first degree for admission) were offered around the country. 3.3 Number of enrolled students (increasing) Faculty 2008/ / / / / /04 - CDL - CDU - L - L270 - LM - LS M F M F M F M F M F M F

6 - SDFS Total: Grand total: As visible, the number of students is steadily increasing. This trend reflects the reform explained under point 2, by which the teaching profession can only be exercised by BA graduates. 3.4 Number of graduates (last available cohort) Type of degree Class Males Females Total Grand Total - CDL CDU L L270 56/S LM 65/S LS 87/S Nationality M F Total Grand Total AFRICA ASIA EUROPE EUROPE-UE NON DEFINED NORTH AMERICA AUSTRALIA and NEW ZEALAND SOUTH AMERICA PhD quota, gender distribution, and migration background The last available data attains to the situation of PhD students and PhD graduates in In terms of students enrolled in Education PhDs the situation is as follows: Total enrolled students migration background Males Females Total Males Females In terms of Ph.D. graduates the situation is as follows:

7 Total Phd Graduates migration background Males Females Total Males Females In terms of total number of enrolled PhD Students in relation to number of second-cycle graduates, the situation was: Quota of enrolled Ph.D. students in the field of Education (2006) Number of second cycle graduates Total Male Female Male of foreign origin Female of foreign origin Number of enrolled Ph.D. students Ph.D. quota 7,6% 25% 6% 5,5% 4,4% Source: Ministry of Education, Osservatorio Studenti Didattica, 2010 In terms of total number of PhD graduates in relation to number of second-cycle graduates Number of Ph.D. earned in the field of Education (2006) Number of second cycle graduates Total Male Female Male of foreign origin Female of foreign origin Number of Ph.D. graduates Ph.D. quota 2% 7,3% 1,4% 11% 2,2% Source: Ministry of Education, Osservatorio Studenti Didattica, 2010

8 3 Please give for each study program covered by the professional domain a short descriptions referring to the following aspects Level 5A first degree programs admission, within the teaching and education study fields as well as for any other fields, require the successful completion of a five years upper secondary school program, such as ISCED 3A level. A final exam, based on an individual dissertation production and public discussion, is also required to students in order to reach Laurea (5A level first degree, equivalent to UK s Bachelor or French s License), Laurea vecchio ordinamento (four years full time equivalent duration as for Primary level teaching and education science) or Laurea Magistrale (5A second level degree). As already mentioned, a number of learning activities, mainly theoretical oriented, are stated by MIUR and CUN in order to settle and implement each program. Such activities, weighted through a numerical credit system, are mixed up to allow students to reach the appropriate knowledge to enter the labor market in the study related fields. Programs include learning activities such as core, characterizing, integrative, students free choice (within the study area), individual dissertation production, foreign language proficiency and other activities. MIUR, supported by CUN, had detailed core and characterizing learning activities, settling those disciplines and scientific sectors (SSD, settori scientifico disciplinari) that should be included and the weight, in term of credits, each sector should yield. With regard to remaining activities, universities should commit with a settled number of credits each, but have more freedom in terms of choice, although some within a predefined range of SSD. To give some examples about the latter activities, it should be noted that: dissertation, and proficiency on a foreign language are compulsory, whilst integrative activities mainly concern with practical training period (often fixed to be compulsory as well by Universities level) and other activities such as further foreign languages proficiency or computer proficiency. Universities are also required to apply MIUR guide lines, adopt settled procedures to plan and offer programs and, as mentioned, they should submit programs to CUN for approval. Finally, they are required to adopt standard schemes and procedures to improve on accountability and quality, and give valid and reliable information to students and, more generally, to stakeholders, about programs and activities. More in details, with concern to L 19 class programs (ISCED 14 study field), universities shall commit with several core, characterizing and integrative learning activities, as already listed. For each discipline, scientific sectors and credits are settled and compulsory: at least 86 credits, on a total of 180 to be gained, have to be offered within core (18 credits), characterizing (50 credits) and integrative (18 credits) learning activities. The aim of L 19 class is to endow students with both teaching core and specialized knowledge as well as general knowledge on a wide cluster of subjects, to allow them to enter the teaching and education labor market with confidence, both in the public and private sector. Those graduates within this class shall aspire to be appointed for teaching, organize and manage within educational projects and activities. Primary level teaching and education science LvO has a four years full time equivalent duration and aims to train pre-primary and primary teachers. First and second year are devoted to endow students with core knowledge. During the latter two years, students shall choose pre-primary or primary emphasis and specialize on related subjects. Among ninety-four ISCED 5A second degree level (equivalent to French s Maîtrise), a number of four commits with the teaching and education professional domain. Such programs are denominated Laurea Magistrale (LM) and, as for 5A first degree level, are offered by Italian public and private universities. They have a duration of two years, full time equivalent; it requires a final individual dissertation production and public discussion, after which a 5A second fully recognized degree is conferred to students. Admission requires successful completion of a Laurea program from the same study field, as L 19 class programs or LvO, but a personalized analysis of

9 candidates backgrounds is always conducted to check whether all subjects considered relevant to enroll and attend to the second level programs had been met during preceding study career. In case candidates deploy some subject s shortage, they are allowed to enroll and required to attend extra courses in order to fill those gaps. In order to plan and implement LM programs, universities are compelled to adopt same rules and procedures as for L programs and are, as well, subject to CUN approval. Indeed, the same regulation, as already deployed, applies to the whole higher education sector. With regard to LM programs in the teaching and education study fields, core, characterizing and integrative learning activities are included, with the main aim to improve students capabilities and knowledge within ISCED 14 field topics. LM 50 class programs, Educational services planning and management, aim to train students to be appointed for managerial positions within any public or private organizations, in any productive sector, offering internal or external training or educational services. Graduates shall be in charge for planning and manage socio-cultural or vocational educational services offered to any kind of social class or population cluster. Programs include core, characterizing and integrative learning activities to endow students with a wide knowledge on pedagogy, psychology, sociology, anthropology, law, economics, history, philosophy. LM 57 class programs, Adult education and long life learning science, aim to endow students with knowledge and capabilities emphasized on adult educational services. Graduates from present programs shall be appointed for planning and management positions within public or private organizations offering training and educational services to adults, with the aim to improve their employability, social integration, cultural enrichment or vocational empowerment. LM 85 class programs, pedagogy, aim to train pedagogic consultant to be appointed within public or private organizations and being in charge for planning, manage, co-ordinate or monitoring pedagogical projects and activities. 4 Please summarize the general impact of Bologna on this study field as well as the general issues discussed in this regard 4.1 The role of stakeholders in the professional domain The whole Higher education system is settled by law, in Italy. Last 10 years reform began with MIUR Decree 509 in 1999 in accordance with Bologna Process. Public and private universities are legally recognized institutions and issue legally recognized degrees. For most of study fields, including the engineering one, stakeholders lists is limited to MIUR, CUN and universities. The engineering professional domain is also influenced by the National Engineers Council. Such professional associations is legally recognized as well, although it is not strongly involved with higher education issues. Nevertheless, the Council is in charge for engineers behavior and ethic issues. 5 Please describe the transition process 5.1 Is the transition process individualized or is it defined by national legislation?

10 5.2 Are there any additional elements/exams/working periods required to become a full member of the profession? (e.g. like in medicine in most countries) Transition process to work, with regards to school system teaching positions, is strictly defined by national legislation and MIUR decrees. Graduates are required to gain an additional qualification, named Abilitazione all insegnamento, entitling them to teach within their own school level study field. Such qualification is nowadays under revision by a devoted MIUR commission, as well as Primary level teaching and education science LvO, that shall be soon reorganized as LMCU (5A second degree having a 5 years full time equivalent duration). Until 2007, teaching qualification should be gained through different paths, such as: resulting qualified during a government selection to hire teachers whilst, for access secondary education level teaching positions, the successful completed a two years specializing school (SISS), yielded by universities and endowing students with teaching capabilities, represents a further way. Graduates having no qualification are allowed to present their CV to schools and be appointed for limited period of time (until a qualified teacher is found). 6 Are there any domain specific data sources or regular research conducted (e.g. surveys, statistics by an association); Please describe? NO 7 Is the Life Long Learning Process in any way regulated/demanded? If yes, who regulates it and what are the general rules? Italian teachers are ranked on a national list. Higher ranking implies the opportunity of being assigned to a school with a permanent contract. Post graduate degrees provide points that help perspective teachers when climbing the ranking; for this reason, the request for post-graduate degrees (especially Master degrees) is rather high. Moreover, in-service teachers wishing to become school principals must first obtain a Masters degree in educational management; which also leads to a sustained request for post graduate courses. Yet, these incentives hold before perspective teachers and principals start the profession. In fact, the national contract for Italian teachers does not require them to do any in-service training. [1] ISCED 5 stands for Tertiary Education, level including theoretically based programmes with academic orientation (type A) and programmes with occupational orientation (type B); ISCED level 6 includes programmes of the doctoral type, accordingly to the European glossary on Education. [2] Law 196/1997 titled on Regulations on the topic of employment promotion.