European Inventory Validation 2018 Italy
European Inventory Validation 2018 Italy
European Inventory Validation 2018 Italy
European inventory
on validation of non-formal
and informal learning
2018 update
COUNTRY REPORT: ITALY
Author: Elisabetta Perulli
Acknowledgements
This country update was produced by Elisabetta Perulli, as part of the 2018 update to the
European Inventory on validation, a project managed by ICF (lead consultants: Manuel Souto-
Otero, Ilona Murphy, Gabor Endrodi, David Scott and Andreea Hrimiuc) under the supervision
of a steering committee formed by the European Commission (Koen Nomden, Godelieve Van-
Den Brande; Martina Ni Cheallaigh and Corinna Liersch), Cedefop (Ernesto Villalba and Jens
Bjornavold), and the ETF (Michael Graham and Kersti Raudsepp).
The report has benefitted from feedback from the European qualifications framework advisory
group (EQF AG) members for Italy as well as other national-level quality assurance (QA)
contacts with expertise in validation.
Work was carried out under DG EMPL Implementing Framework Contract EAC/47/2014-3: VC
2017/0692
Disclaimer:
The contents of this publication do not necessarily reflect the position or opinion of the
European Commission, Cedefop, the ETF, ICF, the EQF AG members or the other QA
contacts. Neither the European Commission nor any person/organisation acting on behalf of
the Commission is responsible for the use which might be made of any information contained
in this publication.
The publication has neither been edited nor proof-read by Cedefop’s editing service.
.
1 Introduction
The process of building the National System of Competence Certification started in
2012 and was completed in 2015 (widely described in the 2016 Inventory), which
also includes the national institutional framework of rules for the validation of non-
formal and informal learning. The last two years have been essentially dedicated to
the implementation of the system itself. This happened mainly through the following
processes:
■ the completion and improvement of the common national tools and above all
making the National Repertory of Qualifications active and available;
■ the groundwork for preparation of services to the beneficiaries;
■ the training and entitlement of validation bodies and operators;
■ the launch of controlled applications to verify the effectiveness and sustainability
of the system.
In addition, a further regulatory element that was still lacking in the system was finally
achieved: in January 2018, the National Decree concerning the National
Qualifications Framework (NQF) came into force.
This Decree published on 8 January 2018 provides the establishment of the NQF
according to the Recommendation on the European Qualification Framework (EQF)
and defines for our country a clear common set of descriptors for the eight levels of
Qualifications by identifying what kind of knowledge, skills and
autonomy/responsibility elements are attributable to each level. In addition, the NQF
Decree structures the procedures for referencing every qualification to the Framework
through the National EQF Coordination Point established in the National Agency for
Active Labour Policies (ANPAL) and with the independent preliminary assessment of
the National Institute of Public Policies Analysis (Inapp) and former Isfol.
A weakness at present is that the National Technical Committee (which according to
Decree 13/2013 is the institutional authority in charge of the implementation of the
system) has not yet defined the National Guidelines on validation of non-formal and
informal learning and certification of competences. Nevertheless this fundamental
regulatory element to promote the development of the validation opportunities by all
the entitling bodies1 is going to be achieved and a draft proposal has been presented
during the last meeting of the technical group set up by the decree of 30 June 2015
at the Ministry of Labour and Social Policy, composed of representatives of the same
Ministry, the Ministry of Education, University and Research and of the regions and
the autonomous provinces of Trento and Bolzano, with the technical support of INAPP
(National Institute of Public Policies Analysis and formerly Isfol).and ANPAL (National
Agency for Active Labour Policies).
The table below summarizes and updates the main ruling acts concerning the
validation system in Italy (2012-2018).
1 According to Decree 13/2013 the entitling bodies are the following: Ministry of Education and Universities (for
school and university qualifications), Regions (for VET qualifications), Ministry of Economic Development - UE
Policies Department (for regulated professions), Ministry of Labour (for non- regulated professions).
Table 1.1 Summary of main ruling acts concerning the validation system in Italy
(2012-2018)
Legislative Decree The national certification and The National Technical Committee in
13/2013 16 January validation system was designed charge of the system development is
2013 on the national and had to be fully composed of the ‘entitling bodies’ or
certification of implemented within 18 months qualification authorities:
competence and of its entry into force (March Ministry of Education, University and
validation of non-formal 2013) by defining National Research, for the qualifications of the
and informal learning Guidelines on validation of non- School and University system;
formal and informal learning Regions and Autonomous Provinces of
and certification of Trento and Bolzano for the regional
competences. The National qualifications (vocational training);
Technical Committee had Ministry of Labour and Social Policies,
responsibility for this task, but it for the qualifications of those professions
has not yet been completed. not organized in professional
associations or colleges or otherwise
regulated;
Ministry of Economic Development - EU
Policies Department (leading the other
national authorities) for the qualifications
of regulated professions.
Inter-ministerial Decree It establishes: Regions in collaboration with
30 June 2015 on 1) a mechanism of mutual Ministry of Labour and Ministry of
National Framework of recognition among the regional Education as ruling actors
Regional Qualifications qualifications; 2) process, The other qualification authorities for the
attestation and system shared or overlapping institutional fields.
standard procedures for the
services of identification/
validation of non-formal and
informal learning and
certification of competences.
Interministerial Decree Defines a set of descriptors for All the ‘entitling bodies’ or qualification
of 8 January 2018 the eight levels of qualifications authorities:
concerning the by identifying knowledge, skills Ministry of Education, University and
establishment of the and autonomy/responsibility Research;
National Qualifications elements attributable to each Regions;
Framework (NQF) in level. Ministry of Labour and Social Policies;
response to the Ministry of Economic Development - EU
European Structures the procedures for Policies Department.
Recommendation on the referencing every qualification to
European Qualification the NQF
Framework (EQF)
2 National perspective
2.1 Overarching approach to validation
The emergence of a national policy on validation in Italy is linked to the Law 92/2012
on the reform of the Labour Market. This Law, introduced on 28 June 2012,
establishes a national system of certification of competences and validation of non-
formal and informal learning. Concerning ‘lifelong learning’ issues, this law sets out
the following activities:
■ Re-launch the policies for lifelong learning through local networks made up of
employment services, schools, universities, VET providers, enterprises;
■ Specific public services to re-trace and value formal, non-formal and informal
learning;
■ National rules for the validation of non-formal and informal learning and
certification of competencies;
■ The establishment of the National Repertory of Education, Training and
Professional Qualifications.
The Law defines for the first time in Italy the validation of non- formal and informal
learning, as one of the key elements to ensure and implement lifelong learning in a
comprehensive and systemic manner, establishing rules and regulatory requirements
(standards) concerning the characteristics of the system and the stakeholders
involved, ensuring transparency, usability and broad accessibility of
validation/certification services.
The implementation of Law 92/2012 led to a national decree fundamental for the
implementation of the national validation framework was ready.
The Legislative Decree on the ‘National competences certification and validation of
non-formal and informal learning’ n. 13/2013 (published on 16 January 2013) consists
of 11 articles. It contains a section with a glossary of keywords and lays down some
essential principles and institutional responsibilities and tasks within the new system.
The glossary defines formal, non-formal and informal learning in a way consistent with
the European Commission glossary and other relevant terms such as entitling and
entitled bodies within the public system of certification, validation of learning,
certification of competences.
The Decree 13/2013 defines some important principles and features for the validation
system in its Article 3:
■ Validation as a central point - In line with EU guidelines, the focus of the
identification/validation and certification is on the competences acquired by the
individual in formal, non-formal or informal contexts.
■ A whole qualification or parts of it can be validated - The entitled bodies can
identify/validate and certify competences related to the qualifications or to parts of
qualifications up to the total number of competences composing an entire
qualification.
■ The centrality of the individual - The identification/validation and the certification
of competences is aimed at valuing the individual’s study, work and life
experiences. Therefore, the centrality of the individual in this process requires a
simple, accessible, transparent, objective and confidential service as well as
methodological accuracy, completeness, fairness and non-discrimination in the
related procedures.
■ Public documents - The validation documents and certificates issued
respectively at the end of the identification/validation and certification services are
public documents.
■ Quality assurance - The reliability of the national system of competence
certification is based on a shared and progressive system of indicators, tools and
quality standards applied at national level.
The system designed by Decree 13/2013 is national and comprehensive as it covers
all the range of qualifications from education, HE, VET and even the ones with legal
value. It includes the professional qualifications and the regulated qualifications.
The institutional authority in charge of the implementation of the system is the National
Technical Committee led by the Ministry of Labour and by the Ministry of Education
and composed of all the Qualification Authorities (Entitling Bodies 2).
The National Technical Committee is also in charge of defining the National
Guidelines on validation of non-formal and informal learning and certification of
competences. but this task is not accomplished at the time of writing. Nevertheless
this fundamental regulatory element to promote the development of the validation
opportunities by all the entitling bodies is going to be achieved and a draft proposal
has been presented during the last meeting of the technical group set up by the
decree of 30 June 2015 at the Ministry of Labour and Social Policy, composed of
representatives of the same Ministry, the Ministry of Education, University and
Research and of the regions and the autonomous provinces of Trento and Bolzano,
with the technical support of INAPP (National Institute of Public Policies Analysis and
formerly Isfol) and ANPAL (National Agency for Active Labour Policies)
In addition, a further regulatory element that was still lacking in the system was finally
achieved: in January 2018, the National Decree concerning the National
Qualifications Framework came into force.
This Decree published on 8 January 2018 provides the establishment of the National
Qualification Framework (NQF) according to the Recommendation on the European
Qualification Framework (EQF) and defines a clear common set of descriptors for the
eight levels of qualifications by identifying what kind of knowledge, skills and
2 According to Decree 13/2013 the entitling bodies are the following: Ministry of Education and Universities (for
school and university qualifications), Regions (for VET qualifications), Ministry of Economic Development - UE
Policies Department (for regulated professions), Ministry of Labour (for non- regulated professions).
autonomy/responsibility elements are attributable to each level. In addition, the NQF
Decree structures the procedures for referencing every qualification to the Framework
through the National EQF Coordination Point established in ANPAL (National Agency
for Active Labour Policies) and with the independent evaluation of Inapp (National
Institute of Public Policies Analysis and formerly Isfol).
The provisions of this Decree do not affect what is contained in the first EQF Italian
Referencing Report edited in 2012, but creates a shared framework of criteria,
methodological assumptions and procedures for maintaining and expanding the
Framework to numerous other training and professional qualifications, finally giving
the possibility to institutions, citizens and other relevant actors to benefit from better
qualifications descriptions and more transparent learning outcomes.
University
Since 2014, there has been several new initiatives from RUIAP, which is an important
Italian university network that brings together about 30 Italian universities engaged in
promoting lifelong learning at university level (University LLL). The RUIAP adheres to
the European Network of universities for lifelong learning (EUCEN).
In 2015/2017, the Italian network of Universities for lifelong learning RUIAP, continued
promoting a first level Masters programme in ‘Expert in accompaniment to
competence recognition and validation of prior learning’. The Masters programme is
run at regional level by some of the member universities. It aims to train professionals
to accompany and support candidates in the documentation of their experiential
knowledge and manage their practical recognition and validation of prior learning
acquired in non-formal and informal settings with the view of obtaining certification
according to the national framework established through Decree 13/3013.
As a result of this ruling about the national process in Italy, all the services and
practices of validation offered so far, as well as the ones underway and further, can
take advantage of this national system and methodological framework. There is no
sector or region or type of qualification, public or private, that can be considered
excluded from these rules. That means that also low-skilled adults can benefit from
this framework and specific pilot activities are being designed now.
Following the EU Recommendation on Upskilling Pathways, in January 2018 the
Ministry of Education took on the responsibility of promoting a thorough review and
for this it activated a working platform on lifelong learning in which the trade unions
took part, the representatives of the Provincial Centres for Adult Education (CPIA),
those of the University Network for Lifelong Learning (RUIAP), those of the third sector
and of the National Association of Italian Municipalities (ANCI). The interinstitutional
platform set up at the Unified Conference of Regions was also reopened.
Aiming to begin the review process the Ministry of Education launched a proposal of
a Plan to guarantee the skills of the adult population outlining five proposals drawn up
by the Ministry, namely:
■ To foster and support the participation of CPIA in the construction and operation
of territorial networks for lifelong learning.
■ Promote and support - in accordance with the provisions of the Agenda 2030 and
the New European Skills Agenda - the activation of Competences Guarantee
Paths for the adult working age population aimed at acquiring basic skills
(mathematical, alphabetic, linguistic and digital), transversal (ability to work in
groups, creative thinking, entrepreneurship, critical thinking, ability to solve
problems or to learn to learn and financial literacy).
■ Strengthen and consolidate the already existing research, experimentation and
development centres for adult education.
■ To foster and support the full application of flexibility tools for adult education
pathways and in particular for distance learning.
3The translation of the term "Libretto formativo del cittadino" may vary. For example, in French it can be translated
as livret formatif du citoyen or livret des expériences du citoyen; in English, Citizen Training Booklet or National
Portfolio of Competences. In the rest of this document the shortened term "Libretto" will be used.
In 2015, the National Programme of Competence Validation for volunteers in the civil
service under the Youth Guarantee, started. The programme was carried out by
almost all the Regions and targeted at more than 5 000 volunteers.
4 Standards
The Decree 13/2013, establishes the ‘National Repertory of education, training and
professional qualifications’ which is the single framework for the certification of
competences. The Repertory is a comprehensive collection of national, regional and
sectoral repertories that already exist, under the responsibility of the competent
authorities or “entitling bodies”. The entitling bodies are the following: Ministry of
Education and Universities (for school and university qualifications), Regions (for VET
qualifications), Ministry of Economic Development - UE Policies Department (for
regulated professions), Ministry of Labour (for non- regulated professions). To be
included in the National Repertory the qualification must be referenced to the EQF
and over time there will be progressive work on the descriptive standardisation to
allow greater permeability between sub-systems and recognition of credits.
Therefore the standards used within the validation system depend on the field of the
‘entitling body’: it is substantially an education standard within school and university;
it is occupational (but related to a qualification learning outcomes based standard) in
the case of VET Regional qualifications; it is purely occupational in the regulated or
unregulated professional cases.
Aiming to make the ‘National Repertory of education, training and professional
qualifications’ accessible and active as a real single framework for the certification of
competences, the national and regional institutions have promoted the
implementation by Inapp of the Atlante del Lavoro e delle Qualificazioni 4 (Atlas of
Work and Qualifications). The Atlante describes the contents of the work in terms of
activities (processes and tasks) and of potentially deliverable products-services. The
contents of the work are represented, and made available, through a classification
scheme made of 24 professional economic sectors (SEP). The SEP classification was
obtained using the classification codes adopted by Italian National Statistics Institute
(ISTAT), concerning economic activities (ATECO 2007) and professions
(Classification of Professions 2011), and is entirely connected to them. The SEP
classification consists of 23 sectors plus a sector called the Common Area. The
Common Area collects all those work activities not specifically characterized by a
specific sector as activities concerning: administration, marketing, communication and
public relations, general affairs, human resources management. In this sense, the
4 http://atlantelavoro.inapp.org/
Common Area is therefore to be considered as an addendum compared to the other
23 sectors of which the classification is made up.
6.1 Awareness-raising
Little information is available on such aspects as the services are mostly in a start-up
phase. Awareness actions are addressed to those target groups involved in the
initiatives. The entitled bodies are often in charge also of the groundwork aimed to
promote the validation opportunities.
The INAPPl web portal Va.Li.Co. (Validation Libretto Competences)
(http://librettocompetenze.isfol.it/), which was set up in 2012, gives Italian
administrators and operators a database of validation practices and experiences. This
is a useful tool to help with the design and implementation of practices. It is consistent
with the national and European context and provides web-based supporting software.
During 2015, INAPP in cooperation with RAI National Italian TV and with financial
support from the ESF, produced a documentary called L’esperienza vale (‘Valuing
experience’) (http://www.raiscuola.rai.it/articoli/lesperienza-vale/30043/default.asp).
The documentary was an experiment and a new way of informing citizens and
communicating public policy about validation of non-formal and informal learning.
The pilot is focused on four Italian and foreign stories of learners: Michelle, Oleg,
Carmen and Enrica who have found work, built their own ambitions for integration, or
have returned to training due to the system of validation and certification of their
competencies. The stories take us around Italy as well as in France and in the
Netherlands to find out how the validation works in different contexts and represents
a cross-sectional valuable tool both for validation practitioners and potential
beneficiaries.
7 Validation practitioners
From the operational point of view, the course aims to transfer to the operators of the
services of identification, validation and certification of competences a common basis
of information, knowledge, methodologies and tools useful to manage the different
phases of the process.
The final version of the modules is available on the platform at the following
address: http://mooc.librettocompetenze.it/
The course is divided into four modules, usable together or individually, each of which
is organized into distinct learning units, divided in turn into two sections, an information
and a training one.
The modules are divided as follows: Module 0 is common for all the three functions
and the other three are strictly connected to the process profiles (cfr. 7.1):
Module 0 - Introduction to the subject of validation and certification
(Introduction to the topic of competence certification, foundational concepts, premises
and definitions, the European scenario, the national operational framework:
processes, functions and tools).
Module 1 - Supporting the identification and transparency of competences
(Accompaniment to the identification and transparency of competences; Reception
and information; Reconstructing experience; Identifying and describing competences;
Assembling and drafting a transparency document).
Module 2 - Designing and implementing the assessment
(Design and implement assessment; Check evidence and documentation; Plan
assessment; Assessing and releasing certifications.
Module 3 - Assessing the curricular and sectoral aspects
(Assessing the curricular and sectoral aspects; Plan the assessment; Assessing the
curricular aspects).
8 Quality assurance
The Decree 13/2013 (Article 7 ‘System standard’) envisages the further creation of a
framework of quality assurance. Namely all the public entitling bodies must ensure
some minimum quality standards related to:
■ the conditions of use and service for access to qualifications and validation
procedures;
■ the adoption of measures for information and guidance services;
■ compliance to the job requirements of personnel;
■ an interoperable information system for monitoring, evaluation, traceability and
preservation of the acts issued;
■ compliance with the provisions on the procedures for simplification, access to
administrative documents and protection of personal data;
■ collegiality, objectivity, impartiality and independence at every stage of the
procedure.
The quality assurance framework will be further developed through specific
Guidelines.
The monitoring and evaluation of the implementation of this Decree 13 are jointly
carried out by the Ministry of Labour and Social Policy, by the Ministry of Education,
University and Research and by the Regions and Autonomous Provinces of Trento
and Bolzano, with the support of the Institute for the Development of Vocational
Training of Workers (Istituto per lo sviluppo della formazione professionale dei
lavoratori - ISFOL).
The Decree of 30 June 2015 on the National Framework of Regional
Qualifications further regulates the quality assurance framework by defining a
number of indicators related to the above-mentioned system. These indicators include
the job description and requirements of the personnel involved in validation and an
operational approach to the principles of collegiality, objectivity, impartiality and
independence. Within the same Decree, Annex 5 “Technical requirements in the
service process of identification, validation and certification competences” outlines
also a set of compliance indicators for the quality assurance linked to every step of
the process: identification, assessment and attestation.
At regional level, there are specific procedures for quality assurance consistent with
the funding and legal rules: they are often linked to the procedures and the features
of companies or professionals carrying out the validation services.
Almost all regional VET systems are consistent with the ISO-UNI quality standards.
Concerning the EQAVET National Quality Plan, the involved institutions supported by
Inapp are currently promoting a shared reflection and commitment through the peer
learning activities, which are about integrating the quality assurance indicators in
order to cover all the new validation provisions.
Finally, when asked if the validation process has influenced their current employment
status, 63.1% of beneficiaries responded affirmatively emphasizing that through the
validation procedure they had been able to find a new job or to improve their search
for a job and to better manage job interviews.
Toscana
The validation system in Toscana is based on using the Libretto Formativo del
Cittadino which is the tool (also electronic) through which the identification, validation
and certification processes are carried out.
Since 2011, this service was proposed to unemployed people (economically
sustained) and subsequently to other target groups.
The monitoring has been enriched over time with new variables. The latest figures
from the region indicate that 57 444 Libretto were released in the period 2011-2017.
- DISCORSI - MIGRANTI – Dialogue inter-regional on Competences, Health and House for migrants
integration (presented at the First Validation Festival in Brussels, 14-15 june 2018).
source:https://migrazionicop.wordpress.com/
■ ‘FAIR – For a new recognition of skills developed in the non-formal and informal settings in the
fair trade sector’;
■ ‘FORTH - From non-formal and informal learning to a flexible training system for healthcare
workers’;
■ ‘Give Competence a Chance’;
■ ;Highlight the competences’;
■ ‘I CARE - Informal Competences Assessment And Recognition For Employment’;
■ ‘Rear Window - Transparent Qualifications In The Engineering Sector’;
■ ‘Talenti di cura’;
■ ‘Trasforbuilding’;
Source: VALICO www.librettocompetenze.it
10 Validation methods
At the present time, there is a formal agreement on the procedures and methodologies
to be used to validate non-formal and informal learning in Italy.
The Decree 13/2013 has established a first methodological framework (see Section
2.2)
The National Framework of Regional Qualifications of 30 June 2015 created a more
precise methodological framework, which is described and illustrated in Table 10.1
and Figure 10.2 below.
Table 10.1 Comprehensive framework of processes and procedures of validation
and certification in formal, non-formal and informal learning (extract from
DI 30 June 2015)
Competences identified and Competences (or skills and Competences of the National
put into transparency knowledge) validated Repertory certified
Who does it?
FUNCTION in Assessment Responsible COMMISSION OR
CHARGE Dossier Counsellor Assessment Sector Expert COLLEGIAL BODY
The method of Portfolio / Dossier is quite well known in Italy and widely used in the
identification stage; it has been successfully used also in the National Programme of
Competence Validation for volunteers in civil service in the Youth Guarantee.
1
12: References
12.1 References
CEDEFOP (2008) Validation of non-formal and informal learning in Europe - A snapshot 2007, Luxembourg,
Office for Official Publications of the European Communities
CEDEFOP (2014). The use of validation by enterprises for human resources and career development
purposes. Luxembourg, Office for Official Publications of the European Union, in
http://www.cedefop.europa.eu/EN/publications/23963.aspx
CEDEFOP (2014). Use of validation by enterprises for human resource and career development purpose.
Luxembourg: Publications Office of the European Union. Cedefop reference series; No 96.
CEDEFOP (2015), European Guidelines for validating non-formal and informal learning. Office for Official
Publications of the European Communities
Colardin, D., Bjornavold, J. (2005) The learning continuity: European inventory on validating non-formal and
informal learning. CEDEFOP, Luxembourg, Official Publications of the European Commission
Colardin, D., Bjornavold, J., (2004) Validation of Formal, Non-Formal and Informal Learning: policy and
practices in EU Member States in European Journal of Education, Vol. 39, No. 1.
Duvekot, R.C., C.C.M. Schuur & J. Paulusse (2005) The unfinished story of VPL. Valuation and validation of
prior learning in Europe’s learning cultures. Vught: Foundation EC-VPL
ISFOL (cura di Perulli E.), (2007), Esperienze di validazione dell'apprendimento non formale ed informale in
Italia ed in Europa, ISFOL Collana Temi e Strumenti
ISFOL (cura di Di Francesco G. e Perulli E.), (2009) VERSO L’EUROPEAN QUALIFICATION FRAMEWORK
Il sistema europeo dell’apprendimento: trasparenza, mobilità riconoscimento delle qualifiche e delle
competenze, Collana Isfol I libri del FSE.
ISFOL (a cura di Perulli E.), (2013), Validazione delle competenze da esperienza: approcci e pratiche in Italia
e in Europa, Edizione aggiornata, Collana Temi e Strumenti.
ISFOL Agenzia Nazionale LLP “Trasparenza delle qualificazioni e delle competenze” Ed. Isfol 2017
Le Clus M. (2011), Informal learning in the workplace: A review of the literature, Australian Journal of Adult
Learning, Volume 51, Number 2, July 2011.
Perulli E. (2009), Recognising non-formal and informal learning: an open challenge, The quality of higher
education Vol. 6.
Werquin P. (2010), Recognising non-formal and informal learning: outcomes, policies and practices, OECD
Werquin P. (2010), Recognition of Non-Formal and Informal Learning: Country Practices, Paris, OECD
Websites:
VaLiCo is the INAPP site dedicated to validation of NFIL, it shares information on legislation, tools and
practices. http://librettocompetenze.it/
MOOC VaLiCo (Massive Online Open Courses) to support the training of the operators of identification,
validation and certification of competences. http://mooc.librettocompetenze.it/
RUIAP Italian university network for lifelong learning at university level (University LLL) organised a first level
Masters programme in ‘Expert in accompaniment to competence recognition and validation of prior learning’.
http://www.ruiap.it
2
Link to the documentary “L’esperienza vale (‘Valuing experience’) produced by Inapp in cooperation with RAI
National Italian TV and with financial support from the ESF http://www.raiscuola.rai.it/articoli/lesperienza-
vale/30043/default.asp
Link to of the Atlante del Lavoro e delle Qualificazioni by Inapp (Atlas of Work and Qualifications)
http://atlantelavoro.inapp.org/
12.2 Sources
2018 Sources:
Ministry of Labour
Ministry of Education
ANPAL
Inapp, Atlante del Lavoro e delle Qualificazioni, EQVET Reference point, Adult Learning Programme
3
Regions: Costanza Bettoni (Tecnostruttura delle Regioni), Patrizia Vaccari (Emilia Romagna Region), Silvia
Marconi (Toscana Region), Francesca Cannas (Sardinia Region), Elisabetta Garbarino (Liguria Region),
Nadia Cordero (Piemonte Region), Alessandra Tomai (Lazio Region), Fulvio Fabris (Friuli Venezia Giulia
Region).
University: Aureliana Alberici (University Rome 3 - President RUIAP Italian Lifelong Learning University
Network) Luciano Galliani (University of Ferrara), Aurora Vimercati (University of Bari)
Labour Market: Milena Micheletti (UIL), Valter Lindo (Fondir), Beatrice Bettini (Ass. Evaluate)