italian education system

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Children's Education

The education system in Italy

Are you and your little ones moving to Italy? Learn how to navigate the Italian education system and how to access international schools.

By Valentine Marie

Updated 15-5-2024

Moving with children to a new country is both daunting and fun. If you are considering Italy , there’s plenty to look forward to: the delicious food , the sunny weather , and the rich culture . However, given that education in Italy is compulsory until 16 years old, you’ll need to sort out your child’s schooling pronto .

To get started, here are the ins and outs of Italy’s education system, from the enrollment process to financial aid to changing schools:

Education in Italy

Preschool education in italy, the primary school system, public primary schools in italy, private primary schools, the secondary school system, public secondary schools in italy, private secondary schools, the international baccalaureate (ib) in italy, graduating in italy, tips for saving on schoolbooks, educational support for international students, hospital schools, changing schools in italy, parent involvement in italian schooling, homeschooling in italy, useful resources.

The education system in Italy is mainly state-funded, with public schools often being the most sought-after option. However, you can also access private and international schools in the country.

Education is mandatory from ages 6–16. On average, students can expect to go through 16.7 years of education in Italy, which falls below the OECD average of 18 years. When it comes to quality of education, Italy scores 477 for reading, mathematics, and sciences, which is just below the OECD average of 488.

The Italian government prioritizes educational inclusion, so education is open to citizens and internationals. Overseen by the Ministry of Education and Merit ( Ministero dell’Istruzione e del Merito – Muir ), Italy’s education system splits into five phases:

Although preschool education in Italy is not required, many parents access these facilities for childcare, enabling them to return to work . Public preschools communicate primarily in  Italian , which could be tricky but can help your international child to  learn the language .

Italian preschool divides into two sections:

• Day nursery ( nido d’infanza ): from 3 months to 3 years old
• Nursery school ( scuola dell’infanzia ): between the ages of 3–6

The state subsidizes many preschools, but there are regional differences in costs . For example, you would generally pay more in the north than in the south. If your child’s school doesn’t charge tuition fees, you only need to pay for registration and school lunches. Again, the lunch fee ( refezione scolastica ) varies depending on location and the family’s income. Some state preschools also prioritize places for lower-income families and charge them lower monthly fees if any.

Italian primary education

Primary schools in Italy ( scuola primaria ) cater for students from ages 6 to 11. It is mandatory for all students living in Italy, regardless of immigration, economic, or disability status. Public schools can provide linguistic support to migrant students with limited knowledge of Italian.

Although students do not have to attend their closest school, local children may receive preference over those living in another municipality.

Public primary schools in Italy are free and are popular among Italian families. Schools often focus on learning through rote memorization: a teaching method focused on recalling information.

Core subjects include:

• Mathematics

Classes typically accommodate 14 to 20 students at a time.

Italian children typically attend school for 24 to 40 hours a week. Most schools have a school week from Monday to Friday, but many also have classes on a Saturday. If a school runs for six days, their teaching hours may be from 08:30 to 13:00. However, if the school week ends on a Friday, the school day may finish at 16:00 with an hour lunch break. Be sure to ask about the schedule when touring prospective schools.

The school year runs from September to June, with four holiday breaks , summer being the longest. Schools also close on public holidays , which can have regional variations.

Private primary schools in Italy are available but not popular among Italians. Of course, if parents prefer a particular educational approach (e.g., Montessori or Steiner), they may choose private education for their children.

In Italy, independent primary schools generally fall into one of these categories:

Most Italian independent schools follow the same national curriculum and standards as public schools, with a similar level of educational quality. Still, private schools tend to have smaller class sizes (i.e., more personal attention from the teacher), better facilities, and more extracurricular activities.

Primary schools in Italy

International schools – popular with expats – are independent and do not have to adhere to the national syllabus. Instead, they will follow their home country’s curriculum.

Tuition fees for private schools (primary and secondary) are expensive and vary greatly, depending on the grade or year, location, curriculum, and facilities offered. On average, yearly payments range from €4,000 to 27,000.

Secondary education in Italy

Secondary school education in Italy organizes into two parts:

At the age of 16, students complete their compulsory education. However, most learners go on to complete upper secondary education.

All public secondary schools in Italy are free. Still, parents need to purchase their children’s textbooks and educational supplies.

Many public schools focus on rote memorization as their teaching method. However, students can opt for different educational paths at the upper secondary level.

Secondary schools in Italy

As such, they can follow these specialized streams:

A small number of Italian students are in private education. In 2020, only 7% of secondary school enrolments were for private schools. These usually have a religious or methodological focus, but teach the same syllabus. So, the standard of education between schools hardly differs.

Below are the types of private schools you can find in Italy:

International Baccalaureate (IB) schools teach a rigorous and internationally recognized curriculum that focuses on essay writing, creativity, and community service, alongside the expected academic courses.

Many expats appreciate the IB program because universities worldwide recognize the IB Diploma, giving students a wider choice of higher education opportunities. There are currently over 30 IB schools in Italy .

Students who have completed five years of Italian upper secondary schooling can sit the state final exam ( esame di maturità ).  If they pass, they can apply to universities in Italy. 

Of course, international schools’ assessments and graduation will look different. Depending on the curriculum, graduates may qualify to study at universities outside of Italy, including those in the United Kingdom (UK) , the United States (US), and further afield. 

Financial aid and scholarships

As Italian public education is free, parents and guardians only need to pay for books and school supplies. However, due to inflation and the rising cost of living , some families may struggle to afford these expenses, which could lead to early school leaving. Therefore, the government launched the Fondo Unico (Single Fund) scheme to help secondary students cover school-related expenses.

You can apply online and pick up the student card ( La Carta dello Studente ) from any local post office , presenting the following documentation.

If you are 18 or older:

• Identification (e.g., a passport or ID card)
• A tax code ( codice fiscale )

If you are younger than 18, your parents must also show their:

• Identification
• Completed self-declaration (PDF in Italian) to be signed by the postal service clerk

The state does not subsidize nor offer financial support for children wanting to enroll in private or international schools. However, some schools do offer payment plans or scholarships.

You can contact the school administration directly to discuss these options. Most schools will ask for proof of the family’s financial situation. Some institutions may also give preference to alumni families or students with siblings already attending.

Another way that parents can save some money is by selling their books from the previous year. Many bookstores in Italy give a huge discount on books for the following year if you sell them your used schoolbooks. In addition, booksellers such as IBS and Libraccio have regular sales on textbooks and stationery.

The country’s public and private schools generally teach in Italian , which could be a challenge for international children who do not speak the language. While there is linguistic support to help non-Italian students academically, the expectation is that, eventually, learners will become fluent.

The Ministry of Education has also launched several projects to support migrant children (especially unaccompanied minors or refugees ) to integrate into the Italian education system.

International schools in Italy

International schools are well equipped to support students struggling to adapt to their expat life in a new country with linguistic, developmental, and mental health services. That said, facilities may differ between institutions. So, discuss with prospective schools how they will meet your child’s needs.

Inclusive or accessible education in Italy

Italy follows an inclusive education policy , often referred to as special needs education ( bisogni educativi speciali ). This means no separate specialized schools are dedicated to teaching children with disabilities, learning difficulties, or behavioral challenges. Instead, a public school must work with the national health service and the Ministry of Education to create a personalized education plan ( piano   educativo individualizzato – PEI) for the child. This plan details an individualized support strategy to enable the student to reach their learning goals.

When it comes to adaptive education services in private or international schools, support teachers ( insegnanti di sostegno ) are present in the class to work with a student individually. They can also recommend any extramural care if your child needs it.

Italy has decentralized many support services, but two good sources of information include:

• Special Kids of Rome – an online resource about inclusive international schools in Rome ( Roma )
• FISH – the Federazione Italiana per il Superamento dell’Handicap (Italian Federation for Disability Support)

Children who spend much time in the hospital – with chronic or severe  health conditions  – can fall behind academically. Therefore, hospital schools ( La Scuola in Ospedale ) also use PEIs to help them keep up with their education. 

Although the process depends on the institution, most schools are flexible and accommodating regarding students changing schools. For public schools, you must first inform the current facility and obtain a written request signed by the principal. With this, you can apply to your new school and provide the required documents, which may include:

• Academic records
• A form of identification for children and guardians (e.g., a passport or birth certificate)
• Proof of address (e.g., utility bill )

Private schools have their own processes, so check your facility’s prospectus to be clear about the procedure.

While many parents are involved (PDF) in their children’s education, they do not tend to form parent organizations in public schools. Most guardians communicate directly with the teachers or other staff.

However, many international schools have Parent-Teacher Associations (PTAs) that encourage parental involvement, help fundraise, and integrate new families.

If you are interested in being a part of your child’s school experience, ask the administration about the options when you enroll them.

Homeschooling in Italy is legal but not widely accessed. That said, with the advent of the COVID-19 pandemic, this alternative education route is growing in popularity. Between 2018 and 2021, the number of home-schooled students in Italy almost tripled . Children with chronic illnesses hindering their school attendance may also follow this route.

Recently, the Italian government has started to regulate homeschooling more. For example, in 2017, it  stipulated  that students must pass annual school exams to remain home-educated. As such, parents must also be in more regular contact with school officials.

• Ministry of Education (MIUR) – manages the education system in Italy
• IB Organization – IB schools in Italy
• International Schools Database – online portal to find schools in Italy and compare fees
• FISH – Italian Federation for Disability Support
• Borse di Studio – government financial support scheme to help secondary students from low-income famlies with school expenses

Related Articles

THE ITALIAN SCHOOL SYSTEM: how does education work in Italy?

A question that is often asked on our pages is about how the school system is organized in Italy! In fact, every school system is different depending on the country you live in and for many foreigners it’s difficult to understand the subdivision and the functioning of the Italian system. Therefore, in the following lesson we’re going to clear up any confusion about this topic!

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The structure of the Italian school system

Before we begin, you need to know that Italian schools can be:

– public : State-funded

– private : funded through school fees, namely the sums of money paid by the students

The academic programs of both of these types of school follow the regulations from the MIUR (Ministry of Education, University and Research)

Now let’s see the various steps:

1) Infant school

The attending of this school is not obligatory (parents can decide to register their children in accordance with the needs), and it’s divided into:

– asilo nido (kindergarten) : attended by 0-to-3 years old children

– scuola materna (preschool) : attended by 3-to-6 years old children

From 6 to 16 years of age, attending school becomes obligatory, as established by the law, and we enter the so-called  scuola dell’obbligo (compulsory education) , that starts with:

2) primary or elementary school

This school is attended by 6 to 11 years old students: thus the attending lasts 5 years. During those years, boys and girls learn to write and read and they apprehend the first notions of History, Geography, Mathematics, Italian Grammar, Science, Music and Physical Education and, for a few years now, also English and Computer Science while Religion classes are optional.

3) 1st grade secondary or middle school 

This step lasts 3 years and involves students from 11 to 13 years of age. During this period, the students deepen the various subjects studied in elementary school, and at the end of it, they must take the esame di terza media (middle school exam) , composed by:

• Italian written test
• written Math test
• written language test
• oral which consists in the presentation of a work on a specific topic including all the studied subjects.

4) upper secondary school or high school

This step lasts 5 years and involves 14 to 19 years old students, but from the age of 16 boys and girls have the possibility to abandon their studies.

The students can choose among 3 types of di high schools, depending on their goals:

Liceo : it offers a more theoretical education and more oriented to further education at the University and, depending on the subjects studied, they can be of different types:

– classico (grammar) (Latin, Greek and Italian)

– scientifico (scientific) (Mathematics, Physics and Science)

– linguistico (language) (English and foreign languages)

– tecnologico (technology) (Computer Science)

– artistico (artistic) (art),

– musicale (music).

Professional Technical High School : in this type of school in addition to common subjects, students can acquire practical-technical skills, suited to the entry into employment, in sectors like:

– economy

– tourism

– technology

– agricolture

– healthcare professions

ITF (Vocational education and training) : in this type of school, students acquire practical and professional skills. The studies in these schools focus on jobs like:

– plumber

– electrician

– hairdresser

– beautician …

At the end of high school student must take another exam, the feared esame di maturità (graduation exam) which is composed by 3 written tests and 1 oral examination, and if you pass it, you’ll receive a degree of maturity, that will allow you to have access to University .

5) University

It’s divided into:

First cycle : also known as “laurea triennale” and, as its name suggest, it lasts 3 years. There’s a wide and diverse selection of Italian universities like:

– scientific departments  (Mathematics, Physics, Astrophysics, Chemistry…),

– humanities faculty  (Literatures, Philosophy, Foreign Languages, Cultural Heritage…)

– technical faculties (Architecture, Engineering, Economy…).

Second cycle : also known as “laurea magistrale” or “specialistica” (second level degree), it usually lasts 2 years and it’s the continuation of the first cycle to ensure the students a higher level of specialization. However, there are some courses (Faculty of law, Faculty of Pharmacy, Construction Engineering, Architecture etc) that last 5 years (6 years as regards Med School) and take the name of “ Corsi di Laurea a ciclo unico ” (Single Cycle Degree Course)

Third cycle: it’s devoted to the most ambitious students and it includes:

– master : they’re usually short courses of study that offer the opportunity (to those who are interested) to deepen some specific aspects of the subject studied during the first two cycles.

– doctoral degrees : they’re theoretical courses, that are perfect for those who desire a career in the academic field or in the field of research.

Well, this is the Italian school system. Let us know how the school systems in your countries work! If you want to speak Italian like a true native speaker, don’t miss the promo  2×1  that includes our course Italiano in Contesto and a digital copy of our book Italiano Colloquiale , at the price of 69 euros .

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One thought to “THE ITALIAN SCHOOL SYSTEM: how does education work in Italy?”

Just a clarification: It’s not specified really well in the text, but Lyceum students do not ONLY study the subjects that are specific to their learning goal. Scientific Lyceum, Classical Lyceum, and so on, we have up to 10-11 subjects for five consecutive years. All of these subjects are usually done as rigorously as the others, and (I’m a Liceo Scientifico student) we often have the same amount of class hours for things such as Mathematics and Literature, or English Lit. and Physics. The objective of this school is to have a very broad and quite detailed program for the main subjects.

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Education of Italy

The constitution guarantees the freedom of art, science, and teaching. It also provides for state schools and guarantees the independence of the universities. Private schools (mainly run by religious bodies) are permitted. The constitution further states that the public schools are open to all and makes provision for scholarships and grants.

Education is compulsory only for those age 6 to 16 years. The school system begins with kindergarten for the 3- to 6-year-olds. Primary schools are attended by children between the ages of 6 and 11, at which stage most go on to secondary schools for 11- to 14-year-olds, but those wishing to study music go directly to the conservatories.

Postsecondary schooling is not compulsory and includes a wide range of technical and trade schools, art schools, teacher-training schools, and scientific and humanistic preparatory schools. Pupils from these schools can then continue their education attending either non-university- or university-level courses. University education is composed of three levels. At the first level, it takes between two and three years to gain a diploma. At the second level, between four and six years are spent to gain a university degree. At the third level, specialized courses of two to five years’ duration or doctorate courses lasting three to four years are offered.

At the beginning of the 21st century, more than one-third of the population had a high school diploma, about one-third had a junior high school diploma, and more than one-tenth had obtained a college degree. But educational attainment is higher in the younger generations. About two-thirds of people of university age attend university, and almost nine-tenths of people of high school age attend high school. Most schools and universities are run by the state, with programs that are uniform across the country . Less than one-tenth of students attend private schools. University fees are low, and enrollment is unrestricted for most students with a postsecondary school diploma.

Cultural life

The 20th century saw the transformation of Italy from a highly traditional, agricultural society to a progressive, industrialized state. Although the country was politically unified in 1861, regional identity remains strong, and the nation has developed unevenly as a cultural entity. Many regional differences are lessening with the increasing influence of television and other mass media as well as a nationally shared school curriculum. Though Italians have long tended to consider themselves citizens of their town or city first, followed by their region or province and so on, this is changing as Italy becomes more closely integrated into the European Union (EU) and as Italians come to think of themselves as part of a supranational community made up of many peoples.

2.3 Organisation of the education system and of its structure

On this page, the structure of the education and training system, early childhood education and care (ecec), the first cycle of education, the second cycle of education, post-secondary non-tertiary education, tertiary education, adult education, compulsory education, home education.

The education and training system covers from Early childhood education and care (ECEC) to tertiary and adult education.

Education is compulsory for 10 years from 6 to 16 years of age. Compulsory education covers five years of primary education, three years of lower secondary education and two years of upper secondary education. The last two years of compulsory education can also be spent by attending the vocational education and training courses ( Istruzione e formazione professionale – IeFP), organised by the single Regions.

For a schematic representation of the education and training system please refer to the diagram  in the ‘Overview’ section.

Early childhood education and care ( ECEC ) is organised into two different stages according to children's age: 0-3 years and 3-6 years. The two offers make up the so called 'integrated system 0-6', introduced by the law 107/2015. The whole ECEC phase is part of the education system and is not compulsory. The Ministry of education and merit has a general responsibility, per esempio for the allocation of financial resources to the local authorities, for the definition of the educational guidelines and for the promotion of the integrated system at local level.

Provision for children aged 0-3 years is organised at nurseries ( nidi d’infanzia ). Public ECEC (0-3) settings are run directly by the municipalities, while private settings are run by private subjects. All types of settings must comply with the general criteria defined at regional and national level. ECEC services are not free for families.

ECEC for children over 3 years of age is organised at preprimary schools ( scuole dell'infanzia ) and is free. This ECEC phase falls under the responsibilities of the Ministry of education and merit that provides the educational guidelines and the financial and human resources, while local authorities are in charge of the organisation of the facilities. Beside the State, the providers of ECEC can also be the municipalities themselves as well as private subjects.

The first cycle of education ( primo ciclo di istruzione ) is made up of primary and lower secondary education, for a total length of eight years. However, primary and lower secondary education are considered separate levels of education with their own specificities and are described separately.

Primary education

Primary education is organised at primary schools ( scuole primarie ). Primary education is compulsory, has an overall length of 5 years and is attended by pupils aged from 6 to 11. The aim of primary education is to provide pupils with basic learning and the basic tools of active citizenship. It helps pupils to understand the meaning of their own experiences.

Lower secondary education

The lower secondary level of education is organised at ‘first-level secondary schools’ ( scuole secondarie di I grado ). Lower secondary education is compulsory, lasts for three years and is attended by pupils aged 11 to 14 years. Lower secondary education aims at fostering the ability to study autonomously and at strengthening the pupils’ attitudes towards social interaction, at organising and increasing knowledge and skills and at providing students with adequate instruments to continue their education and training activities.

The second cycle ( secondo ciclo di istruzione ) offers two parallel paths:

• the upper secondary school education called ‘second-level secondary school’ ( istruzione secondaria di II grado )
• the vocational education and training system ( Istruzione e formazione professionale - IeFP ) organised at regional level

1) Upper secondary school education

The upper secondary level of education ( istruzione secondaria di II grado ) offers general, technical and vocational education. Studies last five years and are addressed to students aged from 14 to 19 years.

The general path is organised at general schools called ‘ licei ’. General education aims at preparing students to higher-level studies and to the labour world. It provides students with adequate competences and knowledge, as well as cultural and methodological instruments for developing their own critical and planning attitude.

Technical education is organised at technical institutes ( istituti tecnici ). It provides students with a solid scientific and technological background in the economic and technological professional sectors.

Vocational education is organised at vocational institute ( istituti professionali ). It provides students with a solid technical and vocational general background in the sectors of services, industry and handicraft, to facilitate access to the labour world.

At the end of the upper secondary school education students receive a qualification that gives access to tertiary education offered at universities, at the Higher education for the fine arts, music and dance ( Alta formazione artistica, musicale e coreutica – Afam) and at the Higher technological institutes ( Istituti tecnologici superiori – ITS).

2)  Regional vocational education and training

Regional vocational education and training ( istruzione e formazione professionale – IeFP) is organised into three and four-year courses. Courses can be organised by both accredited local training agencies and by vocational upper secondary schools in partnership with training agencies. The main characteristic of courses is a wider use of laboratories and of periods of work experiences. The aim is to faster access to the job market. At the end of courses, learners receive a vocational qualification that gives them access to the second-level regional courses or, in case of the four-year programmes and at certain conditions, to tertiary education.

The post-secondary non-tertiary level offers two types of courses, both organised at regional level:

• Courses in the vocational education and training system ( istruzione e formazione professionale - IeFP)
• Courses in the Higher technical education and training system ( Istruzione e formazione tecnica superiore - IFTS)

The Regions organise short IeFP courses (400-800 hours) that are addressed to those who hold a qualification obtained either in the three- and four-year vocational education and training system (IeFP) or in the upper secondary vocational school education.

The IFTS courses aim at developing professional specialisations at post-secondary level to meet the requirements of the labour market, both in the public and private sectors.

The following types of institution offer tertiary education:

• Universities and equivalent institutions
• Institutes of the Higher education for the fine arts, music and dance ( Alta formazione artistica, musicale e coreutica - Afam )
• Higher technological institutes ( Istituti tecnologici superiori – ITS)

Universities and Afam institutes offer programmes of the first, second and third cycle according to the Bologna structure and issue the relevant qualifications. In addition, universities and Afam institutes organise courses leading to qualifications outside the Bologna structure.

Higher technological institutes are highly specialised technical schools that offer programmes in the technical and technological sectors, corresponding to the levels 5 and 6 of the EQF. ITSs have been recently reformed. Main changes are described in the chapter on ongoing reforms in higher education .

The system of formal adult education ( istruzione degli adulti - IDA) refers to the domain of the educational activities aimed at the acquisition of qualifications of the education and training system. It falls under the responsibility of the Ministry of Education and merit. This type of provision is financed through public resources, and it is free for participants (16 years of age and above). Formal adult education is organised at Provincial Centres for School Education for Adults ( Centri provinciali per l’istruzione degli adulti – CPIA ) and involves also upper secondary schools.

The system offers:

• first-level courses, organised by CPIAs, aimed at obtaining an ISCED 1 and ISCED 2qualification and the certification of basic competences to be acquired at the end of compulsory education in vocational and technical education
• second-level courses, organised by upper secondary schools, aimed at the obtainment of a technical, vocational and artistic upper secondary school leaving certificate;
• literacy and Italian language courses for foreign adults, organised by CPIAs, aimed at the acquisition of competences in the Italian language at least at the level A2 of the Common European Framework of Reference for languages.

Courses are available also in detention centres.

Education is compulsory for ten years, between 6 and 16 years of age. Compulsory education covers ( DM 139/2007 ):

• five years of primary education,
• three years of lower secondary education
• the first two years of upper secondary education.

Students can also attend the last two years of compulsory education in the regional vocational education and training system ( Istruzione e formazione professionale – IeFP ).

Compulsory school education is organised at State schools or at independent schools with parity ( paritarie )These latter are either public or private independent schools that are equal to State schools. Subject to certain conditions, pupils and students can complete their compulsory education through home education ( istruzione parentale ), described below in the relevant article, or by attending independent schools without parity. The State also guarantees the right to study and to complete compulsory education to hospitalised pupils and to pupils held in detention centres for minors.

In addition to compulsory education, everyone has a right and a duty ( diritto/dovere ) to receive education and training for at least 12 years within the education system or until they have obtained a three-year vocational qualification by the age of 18 ( D.Lgs 76/2005 ).

Finally, 15-year-olds can also spend the last year of compulsory education on an apprenticeship, upon a specific arrangement between the Regions, the Ministry of labour, the Ministry of education and trade unions (law 183/2010).

Compulsory education refers to both enrolment and attendance. Parents are responsible for the attendance and completion of compulsory education. Supervision of compliance with compulsory education is the responsibility of the municipality of residence and of the head of the school attended by the individual pupil.

Those who do not continue with their studies after compulsory education, receive a certificate of completion of compulsory education that also describes the skills they have acquired. Dispositions on compulsory education apply to Italian citizens as well as to EU and non-EU citizens in compulsory school age.

Home education in Early childhood education and care (ECEC)

Law 107/2015 acknowledges home-based education ( servizi educativi in contesto domiciliare ) for children aged less than three years, as one of the alternatives to centre-based provision ( nido d’infanzia ), together with play areas and centres for children and families. These supplementary educational services have the purpose of meeting the needs of families through a flexible organisation and structure.

Home-based educational services welcome children from 3 to 36 months organised in very small groups under the care of one or more childminders.

The Regions and local authorities organise and monitor the offer in their own territories.

Home education during compulsory education

Pupils and students can attend home education ( istruzione parentale ) to complete compulsory education, which covers the whole primary and lower secondary levels of education and the first two years of upper secondary education, up to 16 years of age. Central legislation regulates home education during compulsory education (D.Lgs 297/1994, D.lgs 76/2005, D.Lgs 62/2017).

During compulsory school age, parents can decide to start home tuition at any time of the school year. However, they must certify to hold the technical skills and the economic capacity to deliver this kind of education on their own (Dlgs 297/1994 and Dlgs 76/2005). To this end, parents must submit a communication addressed to the school head of the school closest to the child’s resident area. The school head verifies the veracity of this declaration, but no authorisation is needed and the communication must be submitted every year.

Pupils attending home-based compulsory education must sit an aptitude examination every year both to continue home education and to be admitted to the State examination held at the end of lower secondary education. They also must pass an aptitude examination in case they are willing to enrol at school . The aptitude test aims at verifying the competences and skills acquired by pupils in home education and, therefore, to verify the accomplishment of compulsory education. Parents draw up the study plan for their child in coherence with the National guidelines issued at central level for the relevant level of education.

Once compulsory education is completed, students can finish their studies at school, either State or paritaria , upon passing the aptitude examination. Otherwise, they can complete the remaining three years through home education or attending a private institution. In this case, they sit for the State examination held at the end of upper secondary education, as external candidates. Central legislation regulates the participation of external candidates to the final State examination (please see the sections on the assessment of students in either general or vocational upper secondary education).

In school year 2021/2022, pupils attending home education were 11 363 at primary level, 6 122 in lower secondary school, while students in upper secondary education were 1 972 (Source: elaboration of data, Ministero dell’istruzione e del merito – Rilevazioni sulle scuole).

Students at all levels of education, unable to attend school for health reasons , receive home tuition by school teachers. This type of tuition is not subject to the dispositions on home education.

Contents revised: 18 May 2023

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Education & Science

Education in Italy - Statistics & Facts

Education in Italy is free and is compulsory for children aged between 6 and 16 years. The Italian education system is divided into nursery, kindergarten, elementary school, middle school, and high school. University is usually undertaken at the age of 19. Primary education is the first stage of compulsory education. In the last school years, there have been around 2.7 million children enrolled in almost 17 thousand elementary schools . On average, Italian elementary schools have around 19 pupils in each class. However, regional differences are remarkable: the average number of children per class in Emilia-Romagna is 20.6, whereas a class in Aosta Valley had on average 14.6 scholars. Factors like urbanization and rural exodus could explain such differences. Indeed, Aosta Valley is a mountainous region, while Emilia Romagna is one of the main industrial centers of Italy. Elementary education is followed by middle school. Students usually attend middle school for three years, from the age of 10 to 13. In the 2018/2019 school year, a total of 1.7 million students were enrolled in Italian middle schools . The Northern region of Lombardy counts the largest number of schools nationwide, followed by the Southern regions of Campania and Sicily. Together with the number of middle schools in the country , the average count of pupils per class has decreased slightly in recent years, reaching 20.8 children per class. High school education follows to middle school and it has a duration of five years. Generally, students can choose among three different types of upper secondary schools : lyceums, technical schools, and vocational schools. Among the different types of Italian upper secondary schools, lyceums are those most of all preparing students for the tertiary education the most. Moreover, technical high schools offer both a technical and a theoretical preparation, while vocational schools mostly focus on practical training. Nevertheless, all these types of secondary schools allow students to apply to university. About 40 percent of students who graduate from high school enroll at university. In the 2018/2019 academic year, the Central regions of Italy registered the highest enrollment rate , where 46 percent of all high school graduates decided to attend university. In the same year, there were over one million bachelor students in Italy, accounting for approximately 60 percent of all university students in the country. The most popular field of study in Italy is economics, followed by engineering. The largest Italian universities are La Sapienza University of Rome, in the Capital, the University of Bologna, which also ranks as the best Italian university, and the University of Turin. This text provides general information. Statista assumes no liability for the information given being complete or correct. Due to varying update cycles, statistics can display more up-to-date data than referenced in the text. Show more - Description Published by Statista Research Department , Jan 10, 2024

Key insights

Detailed statistics

Enrollment in elementary schools in Italy 2012-2022

Government expenditure on education as percentage of GDP in Italy 2008-2016

Editor’s Picks Current statistics on this topic

Educational Institutions & Market

Number of students at leading Italian universities 2019/2020

Number of enrolled students in Italy 2020-2021, by field of study

Share of foreign students enrolled at university 2019-2020, by county of origin

Further recommended statistics

Kindergarten.

• Basic Statistic Number of pre-primary schools 2012-2019
• Premium Statistic Number of pre-primary schools in Italy 2018-2019, by region
• Basic Statistic Enrollment in kindergartens schools in Italy 2012-2022
• Basic Statistic Enrollment in pre-primary schools in Italy 2018-2019, by region
• Premium Statistic Average number of children per class in kindergartens in Italy 2012-2019

Number of pre-primary schools 2012-2019

Number of kindergartens in Italy in the school years between 2012 and 2019

Number of pre-primary schools in Italy 2018-2019, by region

Number of kindergartens in Italy in the school year 2018/2019, by region

Enrollment in kindergartens schools in Italy 2012-2022

Number of children enrolled in kindergartens in Italy in the school years between 2012 and 2022

Enrollment in pre-primary schools in Italy 2018-2019, by region

Number of children enrolled in kindergartens in Italy in the school year 2018/2019, by region

Average number of children per class in kindergartens in Italy 2012-2019

Average number of children per class in kindergartens in Italy in the school years between 2012 and 2019

Elementary school

• Basic Statistic Number of elementary schools in Italy 2012-2019
• Premium Statistic Number of elementary schools in Italy 2018-2019, by region
• Basic Statistic Enrollment in elementary schools in Italy 2012-2022
• Premium Statistic Number of children in elementary schools 2021-2022, by region
• Premium Statistic Average number of children per class in elementary schools in Italy 2012-2019

Number of elementary schools in Italy 2012-2019

Number of elementary schools in Italy in the school years between 2012 and 2019

Number of elementary schools in Italy 2018-2019, by region

Number of elementary schools in Italy in the school year 2018/2019, by region

Number of children enrolled in elementary schools in Italy in the school years between 2012 and 2022

Number of children in elementary schools 2021-2022, by region

Number of children enrolled in elementary schools in Italy in the school year 2021-2022, by region

Average number of children per class in elementary schools in Italy 2012-2019

Average number of children per class in elementary schools in Italy in the school years between 2012 and 2019

Middle school

• Basic Statistic Number of middle schools in Italy 2012-2019
• Premium Statistic Number of middle schools in Italy 2018-2019, by region
• Basic Statistic Enrollment in middle schools in Italy 2012-2019
• Premium Statistic Enrollment in middle schools in Italy 2021-2022 by region
• Premium Statistic Average number of students per class in middle schools in Italy 2012-2019

Number of middle schools in Italy 2012-2019

Number of middle schools in Italy in the school years between 2012 and 2019

Number of middle schools in Italy 2018-2019, by region

Number of middle schools in Italy in the school year 2018/2019, by region

Enrollment in middle schools in Italy 2012-2019

Number of students enrolled in middle schools in Italy in the school years between 2012 and 2019

Enrollment in middle schools in Italy 2021-2022 by region

Number of students enrolled in middle schools in Italy in the school year 2021/2022, by region

Average number of students per class in middle schools in Italy 2012-2019

Average number of students per class in middle schools in Italy in the school years between 2012 and 2019

High school

• Premium Statistic Number of high schools in Italy 2018-2019, by region
• Basic Statistic Enrollment in high schools in Italy 2012-2019
• Premium Statistic Enrollment in upper secondary schools in Italy 2021-2022, by region
• Premium Statistic Average number of students per class in high schools in Italy 2012-2019
• Premium Statistic Distribution of students enrolled in upper secondary schools 2019-2020, by gender

Number of high schools in Italy 2018-2019, by region

Number of high schools in Italy in the school year 2018/2019, by region

Enrollment in high schools in Italy 2012-2019

Number of students enrolled in upper secondary schools in Italy in the school years between 2012 and 2019

Enrollment in upper secondary schools in Italy 2021-2022, by region

Number of students enrolled in high schools in Italy in the school year 2021-2022, by region

Average number of students per class in high schools in Italy 2012-2019

Average number of students per class in high schools in Italy in the school years between 2012 and 2019

Distribution of students enrolled in upper secondary schools 2019-2020, by gender

Distribution of students enrolled in high schools in Italy for the school year 2019/2020, by type of school and gender

• Premium Statistic Number of enrolled students in Italy 2020-2021, by field of study
• Premium Statistic Distribution of enrolled students at Italian universities 2019-2020, by area
• Basic Statistic Number of students at leading Italian universities 2019/2020
• Basic Statistic Number of university students in Italy 2017-2019, by course
• Premium Statistic Enrollment in PhD courses in Italy 2018-2019, by region
• Premium Statistic Share of foreign students enrolled at university 2019-2020, by county of origin
• Basic Statistic Leading big public universities in Italy 2023. by score ranking

Number of students enrolled at university in Italy in the academic year 2020/2021, by field of study

Distribution of enrolled students at Italian universities 2019-2020, by area

Distribution of students enrolled at university in Italy in the academic year 2019/2020, by macro-area of studies

Number of students enrolled at university in Italy in the academic year 2019/2020, by leading universities

Number of university students in Italy 2017-2019, by course

Number of university students in Italy in the academic years between 2017 and 2019, by course

Enrollment in PhD courses in Italy 2018-2019, by region

Number of students enrolled in doctoral courses in Italy in the academic year 2018/2019, by region of the university

Share of foreign students enrolled at university in Italy in the academic year 2019/2020, by most frequent county of origin

Leading big public universities in Italy 2023. by score ranking

Leading big public universities in Italy in 2023, by score ranking

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Education in Italy

Free state education is available to children of all nationalities who are residents of Italy. Children attending the Italian education system can start with the Scuola dell'Infanzia also known as Scuola Materna (nursery school), which is non-compulsory, from the age of three. Every child is entitled to a place.

Scuola Primaria (Primary School)

At age six, children start their formal, compulsory education with the Scuola Primaria, also known as Scuola Elementare (Primary School). In order to comply with a European standard for school leaving age, it is possible to enter the Scuola Primaria at any time after the age of five and a half. At Scuola Primaria children learn to read, write and study a wide range of subjects including maths, geography, Italian, English and science. They also have music lessons, computer studies and social studies. Religious instruction is optional. Scuola Primaria lasts for five years. Classes are small, containing between 10 and 25 children. Pupils no longer take a leaving exam at the Scuola Primaria. At the age of eleven, they begin their Secondary education.

Scuola Media (Middle School) or Scuola Secondaria di Primo Grado (First Grade Secondary School)

All children aged between eleven and fourteen must attend the Scuola Secondaria di Primo Grado (First Grade Secondary School). Students must attend at least thirty hours of formal lessons per week, although many schools provide additional activities in the afternoons, such as computer studies, music lessons and sports activities. Formal lessons cover a broad range of subjects following a National Curriculum set by the Ministero della Pubblica Istruzione, MPI (Ministry of Public Education). At the end of each term, students receive a school report. At the end of the third year, students sit for a written exam in the subjects of Italian, mathematics, science and a foreign language. There is an oral examination of the other subjects. Successful students are awarded the Licenza di Scuola Media (Licenza Media). They then move onto the Scuola Secondaria di Secondo Grado (Second Grade Secondary School)

Scuola Superiore (High School) or Scuola Secondaria di Secondo Grado (Second Grade Secondary School)

There are two types of Scuola Secondaria di Secondo Grado in Italy: the Liceo (like a British grammar school), which is more academic in nature, and an Istituto, which is essentially a vocational school . For the first two years, all students use the same state-mandated curriculum of Italian language and literature, science, mathematics, foreign language, religion, geography, history, social studies and physical education. Specialised courses called 'Indirizzi' begin in the third year.

Types of Italian High Schools

Liceo classico (classical high school).

This lasts for five years and prepares the student for university-level studies. Latin, Greek and Italian literature form an important part of the curriculum. During the last three years, Philosophy and History of Art are also studied. This is usually the period when students start noticing that help with assignments wouldn't hurt. So, they search for different ways to manage their homework.

Liceo Scientifico (Scientific High School)

This lasts for five years with an emphasis on Physics, Chemistry and Natural Sciences. The student also continues to study Latin and one modern language.

Liceo Artistico (Fine Arts High School)

Studies can last four to five years and prepare for university studies in Painting, Sculpture or Architecture.

Istituto Magistrale (Teacher Training School)

Studies last for five years and prepare future primary school teachers. There is also a three-year training course for nursery school teachers, but this diploma does not entitle students to then enrol at a university.

Studies last three years and prepare for work within an artistic field and leading to an arts qualification (diploma di Maestro d'Arte)

Istituti Tecnici (Technical Institutes)

Studies last five years and prepare for both university studies and for a vocation. There is a majority of technical school students who prepare students to work in a technical or administrative capacity in agriculture, industry or commerce.

Istituti Professionali (Professional Institutes)

These studies lead, in three or five years, to the achievement of a vocational qualification. In order to receive the Diploma di Scuola Superiore, also known as the Diploma di Maturità (Secondary school diploma), students must pass written and oral exams. The first written exam requires an essay written in Italian, on an aspect of Literature, History, Society or Science.

The second written exam requires the student to write a paper relating to their chosen specialisation. The third exam is more general and includes questions regarding contemporary issues and the student's chosen foreign language.

After completing the written exams, students must take an oral exam in front of a board of six teachers. This exam covers aspects of their final year at school. Successful students receive various types of diplomas according to the type of school attended. The Diploma di Scuola Superiore is generally recognised as a university entrance qualification, although some universities have additional entrance requirements.

University is available to all students if they have completed five years of secondary school and received an upper secondary school diploma. It is possible for students who have attended vocational schools to attend university. If a student attended a four-year secondary school program, an additional year of schooling is necessary to qualify for university.

Those attending university after completing their Diploma di Scuola Superiore go for three years (four years for teaching qualifications) to achieve their Laurea (Bachelor's Degree).

University is divided into three cycles:

First cycle - ‘lauria triennale’.

This lasts for three years. Students can choose from a diverse range of universities such as scientific departments, humanities (Literatures, Philosophy) or technical (Architecture, Engineering)

Second Cycle - ‘Lauria Magistrale’ or ‘Specialistica’

This is two years and builds on the student’s first cycle of study. Some courses, however, take five years: typically, Law, Pharmacy, Architecture). Medical school takes six years.

Third Cycle

This is only for the most ambitious students. This is offered as a ‘master’ (a short course building on the first two cycles) or ‘doctoral’ (theoretical courses for those heading into a career in academia or research)

Vocational education is called the Formazione Professionale. The first part of this lasts for three years, after which they are awarded the Qualifica Professionale. The second part, which lasts for a further two years, leads to the Licenza professionale also known as the Maturità professionale.

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Exploring the Italian Education System: A Comprehensive Guide

Introduction

The education system in Italy is one of the oldest and most respected in the world, with a rich history dating back to the medieval era. The Italian educational system has been around for centuries, and it has evolved throughout the years, adapting to the changing needs of society. Today, it is a highly structured and organized system that provides students with a well-rounded education that prepares them for both academic and career success.

Italy has a strong emphasis on education, and this is evident in the quality of its schools and universities. Italian education is not just about acquiring knowledge, but also about personal growth, cultural enrichment, and social development. Students are encouraged to explore their interests and passions while also learning about the world around them.

If you are interested in learning more about the Italian education system, this blog post is for you. We’ll take a deep dive into the Italian education system, exploring everything from its structure and organization to its unique teaching methods and cultural significance.

The Structure and Organization of the Italian Education System

The Italian education system is divided into three main levels: primary, secondary, and tertiary education. Primary education is mandatory and is typically completed between the ages of 6 and 11. Secondary education is divided into two levels: lower secondary and upper secondary. Lower secondary education is mandatory and is typically completed between the ages of 11 and 14. Upper secondary education is not mandatory, but it is required for students who wish to attend university.

Italian universities are part of the tertiary education system and are divided into two main types: universities and non-university institutions. Universities offer a wide range of degree programs, including bachelor’s, master’s, and doctoral degrees. Non-university institutions, on the other hand, offer vocational and professional training programs.

Unique Teaching Methods in Italian Education

Italian education is known for its unique teaching methods, which prioritize critical thinking and problem-solving skills. Teachers encourage students to think outside the box and to approach problems from different angles. In addition, Italian education places a strong emphasis on creativity and the arts, with many schools offering music, dance, and theater programs.

Another unique aspect of Italian education is its focus on language learning. Italian students are required to learn at least two foreign languages, and many schools offer immersion programs where students can study abroad and fully immerse themselves in a new language and culture.

The Cultural Significance of Italian Education

Italian education is not just about acquiring knowledge and skills; it is also about preserving and celebrating Italy’s rich cultural heritage. Many schools offer courses on Italian history, art, and literature, and students are encouraged to participate in cultural activities and events.

One of the most significant cultural events in Italian education is the “Maturità” exam, which is the final exam that students take before graduating from high school. This exam not only tests students’ knowledge and skills but also their understanding of Italian culture and history. It is a rite of passage for Italian students and is an important part of their educational journey.

Structure and Organization

The Italian education system is divided into three main levels: primary, lower secondary, and upper secondary, each with its own distinct curriculum and requirements. Students usually start primary school at the age of six and continue until they are eleven years old. This stage of education focuses on the acquisition of basic skills, such as reading, writing, and arithmetic, and introduces students to subjects such as science, history, and geography.

After primary school, students move on to lower secondary school, which lasts for three years and is attended by students aged between 11 and 14 years old. Here, students continue to build on the foundational skills learned in primary school while being introduced to more specialized subjects such as foreign languages, social studies, and humanities.

Upon completing lower secondary school, students move on to upper secondary school, which lasts for five years and is attended by students aged between 14 and 19 years old. At this stage, students have the option to choose from a variety of academic tracks, including classical studies, scientific studies, and technical and vocational studies. Each track has its own curriculum and requirements, with students typically graduating from the upper secondary level at age 18.

Vocational schools and specialized institutions

In addition to the three main levels of education, Italy also has vocational schools and specialized institutions for students with disabilities or learning differences. Vocational schools offer students the opportunity to learn a trade or profession while also acquiring the necessary academic skills to succeed in their chosen field. Specialized institutions, on the other hand, provide tailored support and resources to students with disabilities or learning differences, helping them to achieve their full potential.

Curriculum and grading system

The Italian education system places a strong emphasis on academic achievement, with students being evaluated through a combination of written and oral examinations. The grading system ranges from 1 to 10, with a score of 6 or higher being considered a passing grade. Students who achieve a score of 10 with honors are awarded a special certificate of merit.

Notable universities

Italy is home to some of the oldest and most prestigious universities in the world, including the University of Bologna, founded in 1088, and the University of Padua, founded in 1222. These universities have a rich history of academic excellence and have produced some of the world’s most influential thinkers and scholars.

Overall, the Italian education system is known for its high academic standards, rigorous curriculum, and emphasis on academic achievement. By providing students with a strong foundation in core academic subjects, as well as the opportunity to specialize in their chosen field, the Italian education system prepares students for success in a variety of professions and academic pursuits.

Teaching Methods

Italian schools are known for their emphasis on hands-on learning and interactive teaching methods . Instead of just sitting and listening to lectures, students are encouraged to participate actively in class discussions and projects. This approach helps students to develop critical thinking skills and a deeper understanding of the material.

Class sizes are generally small , allowing for more individualized attention from teachers. This means that teachers can take the time to get to know their students and better understand their learning styles. It also means that students have more opportunities to ask questions and receive personalized feedback on their work.

Many schools in Italy offer extracurricular activities and cultural programs to supplement classroom learning. These programs allow students to explore their interests and passions outside of the classroom while still learning valuable skills. For example, schools may offer art classes, music lessons, or even cooking workshops.

Project-Based Learning

One of the most popular teaching methods in Italian schools is project-based learning . This approach involves students working on long-term projects that require them to apply what they have learned in practical ways. For example, students may be asked to design and build a model of a sustainable home, or create a marketing campaign for a local business.

This type of learning helps students to develop a range of skills, including problem-solving, teamwork, and communication. It also allows them to see the real-world applications of what they are learning, which can be very motivating.

Active Learning

Another important teaching method in Italian schools is active learning . This approach involves students actively engaging with the material, rather than just passively absorbing information. For example, teachers may use games, simulations, or role-playing activities to help students understand complex concepts.

This approach is particularly effective for students who struggle to learn through traditional teaching methods. By making learning fun and engaging, teachers can help students to develop a love of learning that will stay with them for life.

Overall, the teaching methods used in Italian schools are designed to be engaging, interactive, and hands-on . By emphasizing practical skills and real-world applications, teachers help students to develop the critical thinking and problem-solving skills they need to succeed in the modern world.

Cultural Significance

Education has always been highly valued in Italian culture, with a strong emphasis on intellectual development and critical thinking. In fact, the Italian education system dates back to the medieval period with the establishment of universities, such as the University of Bologna in 1088, which is considered the oldest university in continuous operation in the world. Today, Italian universities are renowned for their contributions to fields like medicine, law, and the arts.

Italian universities are known for their high academic standards and rigorous coursework, which is highly valued in the global academic community. The University of Padua, for example, was home to some of the most prominent scientific minds in history, including Galileo Galilei and Nicolaus Copernicus. Additionally, the Italian education system has played a significant role in shaping the country’s cultural identity and national history.

Beyond academics, education in Italy also emphasizes the importance of character development and personal growth. Students are encouraged to develop a strong work ethic, self-discipline, and a sense of community. As a result, Italian graduates are highly respected and sought after in the workforce, both in Italy and around the world.

The Importance of Italian Education in Shaping National Identity

The Italian education system has played a significant role in shaping the country’s cultural identity and national history. Education in Italy emphasizes the importance of understanding and appreciating Italian culture, history, and art. For example, Italian schools teach students about the Renaissance, which was a period of great cultural and artistic achievement in Italy. This emphasis on cultural education helps to foster a sense of national pride and identity among Italian citizens.

Moreover, Italian education has contributed to the preservation of the Italian language, which is widely considered one of the most beautiful and expressive languages in the world. Italian language and literature are taught extensively in schools across the country, helping to ensure that the language and its rich cultural heritage are passed down to future generations.

The Impact of Italian Education on the Arts

The Italian education system has had a profound impact on the arts, both in Italy and around the world. Italian art and architecture are widely studied and celebrated, and Italian schools have produced some of the most influential artists and architects in history.

For example, the Accademia di Belle Arti di Firenze, one of the oldest art schools in the world, has produced some of the most celebrated artists of the Renaissance period, including Michelangelo and Leonardo da Vinci. Today, Italian art schools continue to attract students from all over the world who are eager to learn from the best and contribute to the ongoing legacy of Italian art.

Overall, the cultural significance of education in Italy cannot be overstated. Italian education has had a profound impact on the country’s cultural identity, national history, and global reputation. From the arts to academia, Italian education continues to inspire and influence future generations of learners, thinkers, and creators.

Niche Topics in Italian Education

While the Italian education system is known for its overall excellence, there are also several niche topics and areas of specialization within the field. These unique areas of study offer students the opportunity to explore different approaches to learning and gain expertise in specific fields.

The Montessori Method

One of the most well-known niche topics in Italian education is the Montessori method, which was developed by Italian physician and educator Maria Montessori in the early 20th century. The Montessori method emphasizes self-directed learning and individualized instruction, with teachers serving as guides rather than lecturers. This approach has been shown to be effective in promoting critical thinking and problem-solving skills, as well as fostering a love of learning in students.

The Montessori method has since spread to schools around the world and is particularly popular in the United States. In fact, there are over 4,000 Montessori schools in the U.S. alone. However, the approach still retains its roots in Italy, where it was first developed.

Culinary Schools

In addition to academic subjects, Italy is also home to a number of highly regarded culinary schools. These schools offer rigorous training to aspiring chefs and restaurateurs, and are known for their focus on traditional Italian cooking techniques and ingredients.

One such school is the Alma International School of Italian Cuisine, located in the Emilia-Romagna region of Italy. Alma has been recognized as one of the top culinary schools in the world and has trained chefs from all over the globe. The school offers a range of programs, from short courses to full-time professional training.

Other notable culinary schools in Italy include the Italian Culinary Institute for Foreigners in Piedmont, the Apicius International School of Hospitality in Florence, and the Gambero Rosso Cooking School in Rome.

Whether pursuing a career in the culinary arts or seeking a unique educational experience, the culinary schools of Italy offer a wealth of knowledge and hands-on training to students.

Lesser-Known Details

Despite its reputation for excellence, the Italian education system faces several challenges and criticisms. One of the most significant issues is the achievement gap between students from different socioeconomic backgrounds. According to a report by the Organization for Economic Cooperation and Development (OECD), there is a strong correlation between a student’s socio-economic status and their performance on standardized tests in Italy. The report also found that students from disadvantaged backgrounds are more likely to drop out of school before completing their education.

Furthermore, many schools in Italy lack adequate resources and funding. This is particularly true in rural areas , where schools often struggle to provide basic necessities like textbooks and technology. As a result, students in these areas may not have access to the same educational opportunities as their urban counterparts.

The Emphasis on Rote Memorization and Standardized Testing

Another criticism of the Italian education system is the emphasis on rote memorization and standardized testing . While some argue that this approach helps ensure that students have a strong foundation in the basics, others worry that it can stifle creativity and critical thinking.

Some educators have begun to advocate for a more progressive approach to education in Italy, one that emphasizes hands-on learning and encourages students to think outside the box. For example, the Montessori method of education, which originated in Italy, emphasizes self-directed learning and individualized instruction. Similarly, some schools in Italy have begun to incorporate project-based learning into their curriculum, giving students the opportunity to work collaboratively and apply their knowledge in real-world settings.

While the Italian education system faces its fair share of challenges and criticisms, it remains a highly respected and effective system overall. By addressing some of these issues and incorporating more innovative approaches to education, Italy can continue to provide its students with the tools they need to succeed.

“Education is the most powerful weapon which you can use to change the world” – Nelson Mandela

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Education System in Italy

Stages of education in italy.

• Education system in Italy is divided into five stages
• Kindergarten (scuola dell'infanzia) for three years from the age of 3 to 6 years
• Primary school (scuola primaria) for 5five years from the ages  of 6 to 11 years
• Lower secondary school (scuola secondaria di primo grado), for three years from the ages of 11 to 14 years
• Upper secondary school (scuola secondaria di secondo grado) for five years from the ages of 14 to 19 years
• University (universita)), which is the higher education component and includes Bachelor’s (3- to 4 years), Master’s (2 years) and Doctoral degrees.

Compulsory Education

Primary to secondary schooling, vocational education, afam system.

• The first level academic diploma, has three years of training in mastery of methods and art techniques.
• The second level diploma has a duration of two years and covers higher artistic methods and techniques.
• The third level academic diploma has a minimum duration of three years with training in planning and carrying out research activities.

• 58 State universities
• 17 state universities (legally recognized by the State)
• 2 universities for foreigners
• 6 higher schools specialized in postgraduate university studies
• 6 telematic universities

Related Links

• Structure of Education in Italy
• Credits and Grading System
• Academic Year and Language of Instruction in Italy
• Education Accreditation and Quality Assurance
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A Guide to Education & International Schools in Italy

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Whether you want options for you or your kids, we can help you choose some of the best schools and higher education institutions. In this section, you can find out how the Italian education system works, from kindergarten to university, and decide for yourself whether you want private or public schools.

Schools are generally very high quality, with public schools doing better than private schools in some cases. There are, of course, many options to choose from if you don’t wish to go with the public education system. You can opt for one of the many Catholic schools in the country, or go for a standard international curriculum with any of Italy’s international schools.

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The Education System in Italy

The education system in Italy is divided into five main levels: preschool, primary school, lower secondary school, upper secondary school, and university. In this section, we include some facts about the Italian education system you should know if you are looking for schooling options for your children or for yourself.

Education in Italy: Facts

• Italy has both public and private schooling.
• Public education is free for all children who are resident in Italy regardless of nationality.
• Public school is high quality, equivalent or even higher than private schools.
• School is mandatory from ages six to 16.
• Mandatory schooling is divided into three levels: primary, lower secondary, and upper secondary.

Below is a table of school levels in Italy and their corresponding ages.

School Level Italian Term Preschool or nursery Scuola dell’infanzia Primary education Scuola primaria Lower secondary education Scuola secondaria di primo grado Upper secondary education Scuola secondaria di secondo grado Bachelor’s degree Laurea Master’s degree Laurea magistrale PhD Dottorato di ricerca

School Ages in Italy

• Preschool or nursery: 3-6
• Primary education: 6-11
• Lower secondary education: 11-14
• Upper secondary education: 14-19

In some regions of Italy, you may find comprehensive schools, known as istituto comprensivo , teaching all levels, from pre-school to secondary education.

Grading System in Italy

In both primary and secondary schools, a 10-point scale is typically used, 6 being the minimum passing grade.

Scale Grade Description 9—10 Ottimo (Excellent) 8—8.99 Distinto (Very Good) 7—7.99 Buono (Good) 6—6.99 Sufficiente (Sufficient) 0—5.99 Respinto (Fail)

Even though this scale is used throughout the country, grading is not always standardized. Some teachers apply variations of these grades to their own accord, such as 5+, 5++, 5½, or 5-. Some teachers may not attribute grades over 8, especially in more prestigious schools, which may result in skewed evaluations.

School Hours in Italy

School hours may vary from school to school. For most primary and lower secondary schools, classes tend to be from 8:00 and 13:00, Monday through Saturday. Other schools may only run from Monday to Friday, in which case, students would have a one-hour lunch break and classes until around 16:00.

Public and Private Schools: What are the Main Differences?

The majority of students in Italy attend public schools, with private schools taking in as little as 10% of students in the country. If you opt for a public school in Italy, you should expect your child to learn all subjects in Italian. If you want your child to take classes in English or in another language, you should look for international schools or other private schools instead. Alternatively, you can opt for Catholic schools, but expect Catholicism to play a part in your child’s education.

When it comes to the quality of education, public schools are perceived as having equal or even better performance than private schools. One study even shows public schools in Italy do better in terms of educational and labor market outcomes than private ones.

Daycare and Kindergarten

Schooling for young ones, whether you need daycare, preschool, or kindergarten, go by different names than what you may be accustomed to.

Nurseries, or asilo nido , are for children as young as three months and up to three years of age. These are run by local councils. To enroll in one of these, you should go to the nursery directly and fill out the form they hand you. You are not guaranteed a place in these institutions.

Daycare and Kindergarten Fees

The fee you pay for public nurseries will depend on the institution but also on your family’s income, since priority is given to families with lower income. Overall, municipal nurseries can cost between 170 and 440 EUR a month (190 and 485 USD), depending on the region. Private nurseries can cost up to 600 or 700 EUR (660 or 770 USD) monthly in expensive cities like Milan.

Are Kindergarten or Preschool Mandatory in Italy?

Kindergarten or preschool, known as scuola materna , is not compulsory in Italy. However, these schools are run on a state level, and you have a guaranteed place for your child in one for free. Alternatively, you can opt for private preschools.

Preschool in Italy is generally considered of very good quality. Their educational approach consists of a variety of activities to develop children’s affective, psychomotor, cognitive, moral, and social skills.

Preschools, or scuola materna , usually operate for 40 hours a week, but you can have your child attend only mornings if you wish.

Talk to other international parents with young children in Italy

Primary and Secondary Schools

You will find some of the best primary and secondary schools in Italy to be both public and international schools. In this section, we focus on public schools and cover international schools later in this section.

Primary School in Italy

Primary school is compulsory for all Italian or resident foreign children in Italy. Primary level starts at the age of six and lasts for five years, with children typically finishing primary school at the age of 11.

School hours for primary school may vary from school to school. Weekly school hours are typically 27 hours. Some may run for 24 or 30 hours a week, but this may depend on the number of children in class. Only a small number of schools operate during both mornings and afternoons, and some schools may choose to have classes on Saturdays, running for six days a week instead of five.

The following classes make up the mandatory curriculum: Italian, English, history, geography, mathematics, science, music, arts, physical education, and technology.

Secondary School and High School in Italy

Secondary school in Italy is divided into two main levels:

• lower secondary education, or scuola secondaria di primo grado : between the ages of 11 and 14;
• upper secondary education, scuola secondaria di secondo grado : between the ages of 14 and 19.

Lower Secondary School or Scuola Media

This school level is the closest to elementary school and falls under the mandatory school years for all Italian or foreign resident children in Italy. The curriculum is the same as primary education, with the addition of a second language of the European Union.

School hours vary greatly by school, but classes tend to make up 30 hours per week.

Upper Secondary Education or Scuola Superiore

This education level is the equivalent of high school. At this stage, students must choose a subject in which to specialize: arts, classical studies, languages, music and dance, sciences (applied sciences or physical education), humanities, and humanities as economic and social sciences. This is largely going to influence their course of studies at university.

Public secondary schools have no costs, unlike private institutions.

Technical and Professional Institutes

Alternatively, at this education level, you have the option to attend technical institutes or professional institutes. Technical schools teach specific skills applicable to the job market, from administrative work to agriculture, programming, engineering, etc.

Professional institutions, on the other hand, are teacher-training courses. In these schools, students train to become primary school teachers or nursery teachers.

For a list of schools in Italy, visit the website of the Ministry of Education .

International Schools

Some of the best international schools in Italy can be found in bigger cities, like Rome, Milan, or Naples. These schools are ideal for international students looking to learn a universal curriculum in a language other than Italian. The most common international schools teach in English, specifically British curricula, but you can also find American, French, and German schools and even a Japanese school in the country.

If you wish to enroll your child in an Italian state school later on, some international schools offer bilingual programs so your child can take national exams.

International Schools Enrollment Requirements

Some international schools offer education levels from preschool to upper secondary education, between three and 19 years of age. Enrollment requirements will largely depend on the school, so you may need to contact them one by one.

However, it is a good idea to have a few documents on hand whenever enrolling your kid in a new school. This includes transfer papers from previous schools, vaccination bulletins with all the required vaccines in order, and any language test that may be needed to certify the child’s language skills.

Admissions are based on previous school reposts and sometimes require a personal interview.

International School Fees

Tuition fees for international schools can range from 4,000 to 12,000 EUR (4,400 to 13,200 USD) a year. You are normally also asked to pay admission fees, which can go from 300 to 500 EUR (330 to 550 USD).

Here is a list of some of the top schools in the country, by language:

British Schools in Italy

• International School of Milan (ISM)
• British Forces School (BFS), in Naples
• English International School of Padua
• George’s International School in Rome

French Schools in Italy

• Lycée International Victor Hugo, in Florence
• Lycée Stendhal, in Milan
• École Alexandre Dumas de Naples
• Lycée français Jean Giono, in Piedmont
• Lycée Chateaubriand, in Rome

German Schools in Italy

You will find a German school in Milan which teaches in German and follows the German educational program— Scuola Germanica di Milano . The International School of Trieste also offers the possibility of having the curricula taught in German.

Catholic Schools in Italy

Catholic schools make up a big part of private schools in Italy. Parents may opt for these schools if they want their children to receive a more religious-centered education. Catholic schools may also offer extra subjects besides the national mandatory curricula, and longer school hours, which some parents may prefer. Some of these are also boarding schools.

• Cicognini National Boarding School, in Prato
• Istituto San Leone Magno, in Rome
• Gonzaga Institute, in Palermo
• House of the Savior, in Naples
• Istituto Champagnat, in Genoa
• Leo XIII Institute, in Milan
• Social Institute, in Turin

Higher Education

Some of the best universities in Italy made it to both European and Worldwide university rankings. If you are looking for the best universities for international students, you shouldn’t have to look elsewhere—these top institutions receive many international students.

Top Universities in Italy

Topping the ranking are the following universities:

• Politecnico di Milano: 61st in Europe and 149th in the world
• Scuola Superiore Sant’Anna Pisa­: shared 75th place in Europe and 177th in the world
• University of Bologna (UNIBO): shared 75th place in Europe and 177th in the world
• Sapienza University of Rome: 89th in Europe and 203rd in the world
• Scuola Normale Superiore di Pisa: 90th in Europe and 204th in the world

This list alone includes 34 Italian universities, so you know you have many options to choose from when it comes to good quality education in Italy. Overall, there are 97 recognized universities in the country, 67 of which are state universities.

How to Enroll in University as a Foreign Student in Italy

If you are from the European Union or a foreigner already residing in Italy, you can apply directly to your university of choice.

If you are not a resident of the EU, you must pre-enroll in the Italian diplomatic mission of your country of origin.

• Present an original request, based on Form A (two copies);
• A letter of eligibility for enrolment;
• Original copy of your qualifications;
• A passing grade on a required exam for entry in University in your country of origin;
• Two photographs (one of which must be authenticated by the Italian Mission).

You may need certified translations for these documents, so check with your school or consular mission.

How Much does it Cost to Study in Italy for International Students?

The cost of attending university in Italy will depend on the school. University can cost anywhere from 1,000 to 2,000 EUR (1,100 to 2,200 USD) a year. Keep in mind that prestige universities can have yearly tuition fees as high as 6,000 EUR (6,600 USD).

Private universities tend to cost even more than top-notch public universities. Prices for private institutions can start at 6,000 (6,600 USD) and go up to 20,000 EUR (22,000 USD) a year.

For the purpose of student visas, international students must have no less than 6,000 EUR (6,600 EUR), roughly equivalent to 500 EUR (550 USD) a month, to prove they are able to support their studies in the country.

You can look for  scholarships to study in Italy  on the website of the Ministry of Education.

(Promotion) Higher Education for Working Professionals

If you want to gain enough knowledge to reach a higher managerial level, upskill, or change career paths, there are now many opportunities available. For working professionals, one aspect is crucial — flexibility. One of the most flexible offers available are the accredited Master and MBA online degrees offered by IU International University of Applied Sciences. Learn more here.

Ask other international parents already living in Italy

Join one of our many local parent groups and get advice on which schools to choose.

Language Schools

Having a look at language schools to learn Italian is your best bet to assimilate the local culture.

What Should I Look for with a Language School?

Some basic rules apply when first looking for a language school. Choosing a native teacher is essential, so check with your school of choice if their teachers are Italian before committing to one. Look for a school that is properly accredited. Language schools should be certified by the Italian Ministry of Education (MIUR).

CILS and CELI in Italy

The CILS is the Certificate of Italian as a Foreign Language and has three different levels: beginner, independent learner, and advanced learner. You can also test your language skills by taking the CELI. This is the Certificate of the Italian Language. If you wish to study at a university in Italy, the CELI is an accepted test to certify your Italian level.

Language School Fees

As for language school fees, these will largely depend on the number of hours you would like to study. A standard Italian language course would start at around 350 EUR (385 USD) and go up to 1,500 EUR (1650 USD).

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The Italian Education System

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The Italian Education System is organized according to the principles of subsidiarity and autonomy of educational institutions. Therefore the State has exclusive legislative competence for general rules on education . Responsability of the State is also to guarantee the levels of services throughout the national territory.

What institutions regulate the Italian education system?

The State defines the fundamental principles that the regions must adhere to in the exercise of their specific competencies. Italian Regions have concurrent legislative power in education, and exclusive legislative power in vocational education, as well as training.

In general educational institutions of the State have educational, organizational, research, experimentational and developmental autonomy.

How does the Italian education system work?

The education system in Italy can be divided into 3 main cycles. These include early levels of education like kindergarten, up until University. Some cycles fall within the compulsory education, while others are not.

Early childhood education in Italy and kindergarten

The integrated zero-to-six-year system is non-compulsory. It lasts 6 years and includes:

• Early childhood educational services: these are managed by local authorities, directly or through agreements, by other public bodies or by private individuals, which take in children between 3 and 36 months ;
• Kindergarten : these may be managed by the state, local governments, directly or through the agreements, other public entities or private individuals, taking in children between 3 and 6 years of age ;

Primary and Secondary School in Italy: the first compulsory cycle of study

The first cycle of education is compulsory, lasts for 8 years and is specifically divided into:

• Primary school : 5-year education for pupils aged 6 to 11 years;
• Secondary school : 3-year education for pupils aged 11 to 14.

Secondary School in Italy and other forms of educational training

The second cycle of education is divided into two types of courses of study:

• Secondary school ( High-School ): it is a 5-year education period for students who successfully completed the first cycle of education. There are a wide range of schools: lyceums, technical institutes, vocational institutes, as well as courses of study for female students aged 14 to 19;
• Vocational Education and Training : 3-year and 4-year study paths of vocational education and training(IeFP) under regional competence. It is also aimed at students who have completed the first cycle of education.

Universities and other Higher Education institutions in Italy

Tertiary education, with different types of courses of study, is offered by:

• Universities
• AFAM ( Alta Formazione Artistica, Musicale e Coreutica – institutions of Higher Education in Art, Music and Dance)
• Professionalizing institutions ITS  ( Istituti Tecnici Superiori )

Compulsory education in Italy

Compulsory education in Italy lasts for 10 years, and it goes from age 6 to 16. This compulsory period includes all 8 years of the first cycle of education and the first 2 years of the second cycle. Students can attend the second cycle in secondary school (of the state) or in regional vocational education and training study paths.

In addition, for all young people the right and duty to education and training applies for at least 12 years or, in any case, until getting a 3-year vocational qualification by the age of 18, in accordance with the provisions of Law No. 53/2003.

Compulsory education can be carried out in State and parochial schools (Law No. 62 of 2000), in the field of public education system, but it can also be carried out in non-parochial schools (Law No. 27 of 2006) or through family education. In the latter two cases, however, the completion of compulsory education must be subject to a number of conditions, such as taking proficiency exams.

Responsibility for the completion of the obligation to educate minors lies on parents of pupils, or those exercising parental responsibility.  Municipalities of residence and school directors provide supervision on the fulfillment of this obligation.

What happens at the end of compulsory education in Italy

In case students do not continue their education at the end of the compulsory period, they will receive a certification of acquired skills (Ministerial Decree 139 of 2007).

After passing the final state examination of secondary education on their 5th year, students can enter tertiary education courses (universities, AFAM and ITS). However, some Universities and courses allow a limited number of students to enrol through am entrance test. It is responsibility of students to check the requirements of the University of interest.

Private education in Italy

Article 33 of the Italian Constitution affirms two basic principles:

• The State has an obligation to provide a school system for all young people;
• The State must give the right to natural and legal persons, to establish educational institutions without asking money to the state.

Private schools are qualified to grant degrees having the same legal value as those of the corresponding state schools, as a matter of fact, they have full freedom with regard to cultural orientation and pedagogical-didactic direction and enjoy more favorable tax treatment if they are non-profit.

The Italian high school system

The education system in Italy includes 3 main groups of institutes regarding the high school system.

Italian lyceums

Lyceums aim at getting an upper secondary education diploma. They are part of the upper secondary education system as an articulation of the second cycle of the education and training system ( Article 1 of Legislative Decree No. 226 of October 17, 2005, as amended ). Lyceums adopt the student’s educational, cultural and professional profile at the conclusion of the second cycle of the education and training system.

Liceal courses of study provide students with the cultural and methodological tools for a complete understanding of reality, so that they can put themselves with a logical, creative, planning and critical attitude, in front of situations, events and problems, and acquire knowledge, skills and competencies consistent with personal abilities and choices and appropriate for the continuation of higher-order studies, insertion into social life and the labour market.

Liceal paths last for 5 years and are further divided into two 2-year periods and a 5th year that completes the academic path. The paths form the educational, cultural and professional profile of the student at the conclusion of the second cycle of the education and training system.

Types of Italian Lyceums

The following are all the different types of lyceums that will focus students towards different types of future education:

• Lyceum of arts;
• Classical lyceum;
• Linguistic lyceum;
• Lyceum of music and dance;
• Lyceum of science (applied sciences);
• Lyceum of human sciences (economic and social sciences).

Technical institutes

Technical institutes offer a limited number of academic directions, but they will form the students to work in specific sectors very important to the economic and productive development of Italy.

Vocational institutes

From 2018/2019 school year, vocational institutes offer 11 courses with enhanced laboratory activities: a new organizational and teaching model. As a matter of fact, they train students in strategic arts, trades as well as professions for development of the country’s economy.

Concurrently with the activation of the new vocational colleges, for the second, third, fourth and fifth grades, the previous curricula are active until the completion of the five-year course in 2022.

Italy’s boarding schools

National boarding schools and state-run “educandati” contribute to the pursuit of the general objectives of the Italian education system both with the qualified educational offerings of inner schools and with the development of residential and semiresidential facilities.

In this way they respond to the new culture of equal opportunities, provide support for student exchanges in the community, and lastly, meet the changing demands of the students.

If you are interested in more information about the Italian education system, you can find out more in the website of the Ministry of Public Education .

Italy’s education visa

Regardless of the study cycle you intend to take in Italy, you might need to apply for a Student Visa if you are coming from outside the European Union. Have a look at our full guide on how to apply for an Italian Student Visa .

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• How stress affects your health. American Psychological Association. https://www.apa.org/topics/stress/health. Accessed March 19, 2021.
• Stress effects on the body. American Psychological Association. https://www.apa.org/topics/stress/body. Accessed March 19, 2021.
• Lower stress: How does stress affect the body? American Heart Association. https://www.heart.org/en/healthy-living/healthy-lifestyle/stress-management/lower-stress-how-does-stress-affect-the-body. Accessed March 18, 2021.
• Stress and your health. U.S. Department of Health & Human Services. https://www.womenshealth.gov/mental-health/good-mental-health/stress-and-your-health. Accessed March 18, 2021.
• AskMayoExpert. Stress management and resiliency (adult). Mayo Clinic. 2019.
• Seaward BL. Essentials of Managing Stress. 5th ed. Jones & Bartlett Learning; 2021.
• Seaward BL. Managing Stress: Skills for Self-Care, Personal Resiliency and Work-Life Balance in a Rapidly Changing World. 10th ed. Jones & Bartlett Learning; 2022.
• Olpin M, et al. Stress Management for Life. 5th ed. Cengage Learning; 2020.
• Hall-Flavin DK (expert opinion). Mayo Clinic. March 23, 2021.

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copy the link link copied! Chapter 1. Overview of the higher education system in Italy

This introductory chapter provides an overview of the higher education (HE) system in Italy. The aim is to presents the main actors and institutions of the system and to discuss the framework conditions of the “entrepreneurial and innovation agenda” in Italy. In addition, the chapter assesses some recent policies that aim at strengthening Italy’s innovative potential.

copy the link link copied! Introduction

The Italian higher education has a great potential to contribute to the cultural, societal and economic development of the country. Italy is home to a dense network of universities. Higher education institutions (HEIs) have put in place initiatives in all missions, including teaching, research and “engagement”. This flourishing of activities depends on two subsequent reform phases started in 2010. 1 In the first phase, national authorities defined regulatory frameworks and incentives to steer HEIs towards improvements in the quality of teaching and research, and towards an increase in the efficiency of the system (i.e. a decrease in funding allocation). In the second phase, the regulator encouraged HEIs to diversify their strategies and missions, taking into account the expectations and needs of their “ecosystems”, which encompass local, national and international stakeholders. 2 To help the diversification, the government has put in place a steady, albeit small, increase of funds, which have been allocated to HEIs based on an assessment exercise.

Despite these recent improvements, the Italian higher education system faces some important challenges and actions need to be taken to unleash its full potential. For instance, the share of 25-34 year-old Italians holding a tertiary degree is still much lower than in most OECD countries, notwithstanding recent improvements. 3 For all levels of education, expenditure per student is below the OECD average and the gap increases along with the educational level. Italy’s expenditure on tertiary education is about 30% lower than the OECD average (2015) (OECD, 2018).

Excluding mobility exchange programmes, Italian universities attract fewer students from abroad, compared with other OECD countries. The share of foreign students in Italy is 5% (compared with 9% in EU23 countries). Recent improvements in the capacity to attract foreign students – the number of foreign students has increased by 12% between 2013 and 2016 – have been offset by the large number of Italian nationals studying abroad, which has increased by 36%, over the same period.

The country faces some structural challenges that affect, indirectly, the performance of higher education. The employment rate in Italy is lower than for the OECD, but the gap between Italy and the OECD average increases with educational levels and it reaches 18 percentage points for tertiary-educated young adults (OECD, 2017a). The employment rate for young adults with tertiary education (66% for 25-34 year-olds) is lower than for older age groups, with 81% of 25-64 year-olds employed overall. In 2017, approximately 30% of 20-24 year-olds in Italy were neither in employment nor in education or training (NEET), compared to 16% on average across OECD countries.

Recently, government policies have focused on two main pillars: promoting research quality and opening to students’ demand. After a long period during which almost all funds were distributed based on the “historical cost”, the government decided to allocate funds taking into account the quality of research and the capacity of a given HEI to accommodate students’ demand. These have become the two main drivers of funds allocation to HEIs.

The focus on the quality of research and student has produced some positive outcomes. The Ministry of Education, Universities and Research (MIUR) of Italy, supported by the National Agency for the Evaluation of University and Research (ANVUR), has designed and implemented several policy initiatives such as the periodical Research Quality Assessment exercise ( valutazione della qualità della ricerca or VQR, in the Italian acronym), the Dipartimenti di Eccellenza initiative and the implementation of the Standard Cost per Student (CSTD). The response of HEIs has been positive. Universities have reviewed their internal strategies and practices to improve their results and adapt to the new policy guidelines. Due to these innovations, the interactions between universities and external stakeholders has increased and so the number of students enrolled.

Regarding the third mission, which refers to activities carried on by HEI that go beyond teaching and research functions, the National Agency for the Evaluation of Universities and Research Institutes (ANVUR) shows that activities are carried out mainly by medium and large universities, and tend to be more frequent in the north of the country (ANVUR, 2016). There is, however, ample heterogeneity both in size of HEIs and in geographic location. Illustrating an important link between research activities and “engagement”, ANVUR (2016) underlines that the number of technology transfer offices (TTOs), placement offices and other institutions interfacing HEIs with their external stakeholders has been increasing, paralleling HEIs’ efforts to promote their research activities.

Another survey-based report on knowledge exchange (Netval, 2018) discusses the increasing activity in technology transfer of Italian HEIs. According to the report, a growing number of HEIs are now equipped with TTOs and related competencies. Expenditures for intellectual property (IP) protection has been increasing almost everywhere. Patents, however, are still highly concentrated: approximately 12 Italian HEIs (out of approximately 90 HEIs) generate some 50% of total patents, which concentrate, in turn, into 4 scientific disciplines, namely: industrial and information engineering; chemistry; medicine; and biology. 4 In addition, the revenues from the valorisation of patents are typically concentrated: 50% of the revenues are concentrated in only 3 universities and 10 patents.

The great majority of Italian HEIs are active also in public engagement, while a relatively high number of institutions is involved in the production of public goods, through the management of cultural heritage and the protection of health (including clinical trials, bio-banks, etc.).

Science, innovation and knowledge economy

Italian HEIs operate in an internationally competitive framework of science, innovation and knowledge economy, which, however, faces some challenges. For example, among G20 economies, Italy had the 5th-highest penetration of machine-to-machine (M2M) subscriptions in 2017, the same as in Germany and just behind China (OECD, 2017b). Italy also accounted for almost 4% of the world’s top 10% most-cited scientific publications in 2016, right behind the United States, China, the United Kingdom and Germany. Yet, Italy’s international competitiveness also faces challenges. In particular, Italy has been displaying modest gains in labour productivity since 2001. Gender equality is another issue in the country. Women in Italy earn about 13% less than men, even after individual and job-related characteristics are taken into consideration and about 10% less when skills differences are also taken into account. Finally, data on the international mobility of researchers for 2002 to 2016 shows that Italy has lost more individuals than it has attracted. Over the past 15 years, the number of researchers that left Italy exceeded by 11 000 the number of researchers that entered the country, making the country the largest relative net donor among economies, with high levels of scientific output.

Issues on skills and firm profile

Italy also faces challenges related to its skills, the performance of the labour market and the product market regulation (PMR). For instance, Italy’s national economy suffers from a large skills mismatch, with values above the OECD average both in terms of under-skilled and over-skilled workers (8% and 12% respectively) (OECD, 2017c). The frequency of mismatch in Italy may be related to the use of informal selection procedures among companies, especially small- and medium-sized enterprises (SMEs) (European Commission, 2016).

Second, small and micro firms dominate the Italian productive sector. Over 90% of firms in Italy employ less than 10 employees, more than any other OECD country. The vast majority of SMEs operate far from the productivity frontier. This has generated a situation in which innovations do not percolate from the most productive firms to the others (Criscuolo, Gal and Menon, 2014). In addition, SMEs are quite old, on average. This means that SMEs firms remain small throughout their activity. According to Bobbio (2016), SMEs in Italy may not invest in innovation because this implies growing in size and, as a consequence, being subject to more taxation and auditing. 5 Lastly, the Italian context is characterised by a high proportion of family-owned companies, a feature that is typically negatively associated with firm performance.

copy the link link copied! Key actors and elements of the Italian higher education system

The Italian higher education system includes different types of institutions: universities, Institute for Art, Music and Dance (the so-called AFAM sector, see below), private institutions awarding recognised qualifications, and technical institutions providing short-term tertiary education (ITS, Istituti Tecnici Superiori ). 6

The university system

The university system encompasses:

68 state universities – of which 6 institutions awarding only doctoral qualifications 7

20 state-recognised universities

11 state-recognised online universities ( università telematiche ).

Since 1989, universities are autonomous within the regulatory framework foreseen by the law and the strategies promoted by the MIUR. Autonomy provides universities with the possibility to define their own governance structure and internal organisation, develop their own mission and strategy, plan programmes and award degrees, develop their own research activities, and “engage” in activities related to the so-called “third mission”.

Other institutions of tertiary education

The Alta Formazione Artistica Musicale e Coreutica (AFAM, Institutes for Art, Music and Dance – based on the degree structure of the European Qualifications Framework, levels 6-8), accounts for 13 778 teachers and 2 413 administrative staff (2016-17) distributed in: 8

59 State Music Conservatories, for a total of 21 616 students

20 State Academies of Fine Arts, for a total of 25 901 students

19 Higher Institutes for Musical Studies, for a total of 2 655 students

18 State-recognised Academies of Fine Arts, for a total of 9 574 students

4 Higher Schools of Design (ISIA), for a total of 943 students

1 National Dance Academy, for a total of 304 students

1 National Academy of Drama, for a total of 146 students

24 institutions authorized to award AFAM diplomas, for a total of 6 315 students.

In addition to universities and AFAM institutes, a number of institutions are allowed to award recognised higher education qualifications: Higher Schools for Language Mediators – awarding the Diploma di mediatore linguistico (1st-cycle qualification, EQF 6) – and Specialisation Institutes/Schools in Psychotherapy – awarding the Diploma di specializzazione in psicoterapia (3rd-cycle qualification, EQF 8).

In recent years, efforts were also put into developing a new, professionally-oriented stream of tertiary education, planned in co-operation with enterprises and local administrations. Italy’s new ISCED level-5 tertiary professional/vocational education institutions ( Istituti Tecnici Superiori , ITS), although still with a limited number of students (13 381 in 2019) and producing few graduates (2 601 in 2017) (INDIRE, 2019), provide for a system of diplomas that can be obtained after 2 or 3 years. The programmes, co-designed with firms, are intended to allow young people and adults to operate as high-level technicians in innovative work processes that require specific skills in applied technologies.

There are currently 103 ITS foundations 9 scattered across Italy (mainly in the north), providing tertiary vocational education and training (VET) in different sectors, including: new technologies for the “Made in Italy” sectors; 10 logistics and mobility; energy efficiency; new technologies for cultural and tourism activities; information and communication technology (ICT); and medical technologies.

An assessment of the ITS system found that in some ITS sectors, more than 80% of students find a job within 1 year after graduating (AlmaLaurea, 2016). The employability rates of ITSs tend to be higher if the fields in which the ITS provides training matches the local sectoral specialisation of firms (OECD, 2017c). To promote the alignment between ITS training and demand for skills on the labour market, MIUR is providing additional funding to ITS with the highest employability rates.

Public research organisations

Three main actors conduct research in Italy: universities, public research entities ( Enti Pubblici di Ricerca ) and firms. These actors are complemented by numerous public and private entities. They operate within the framework of the National Research Plan , promoted by MIUR and approved by the Interministerial Committee for Economic Planning ( Comitato Interministeriale per la Programmazione Economica CIPE). MIUR plans and co-ordinates research at the national, European and international levels, collaborating both with other ministries in their specific sectors and with the regions, which have competencies at the territorial level.

Public research entities, in particular, are national entities with the task of performing research activities in the main scientific fields, both in terms of knowledge creation and in terms of technical-scientific application. A total of 20 institutions have been recognised as public research entities: 14 are supervised by MIUR, 11 while another 6 are supervised by other ministries 12 and perform instrumental functions (e.g. the National Statistical Institute provides data for legislative purposes) as well as basic and applied research.

Ministries and institutional bodies

The ministry of education, universities and research (miur).

MIUR is responsible for the development and implementation of education and research policies within the Italian system. The Department for Higher Education and Research is the main ministerial department acting in the realm of higher education and research. Its competencies include: steering and funding higher education and research institutions; monitoring and evaluating institutions, and providing performance-based incentives; accrediting study programmes in all cycles, and implementing students’ access and support policies; ensuring the participation of the Italian system at the international level and within European Union (EU) institutions.

MIUR strongly co-operates with ANVUR and all the other academic stakeholders. It also co-operates with regional governments for the students’ welfare system and for the management of structural funds.

The National Agency for the Evaluation of Universities and Research Institutes (ANVUR)

ANVUR was established in 2010 and started operating the following year. Its evaluations span the whole range of university activities (research, third mission/impact, quality assurance, performance of administrative staff) and extend to AFAM institutions and research entities. Concerning research and third mission/impact, the agency has run two National Research Quality Assessment exercises: VQR 2004-10 and VQR 2011-14.

The Conference of Italian University Rectors (CRUI)

The Conference of Italian University Rectors (CRUI) is the association of state and state-recognised universities. Established in 1963 as a private association, the CRUI has acquired over time an institutional and representative role for the whole university world. Since 2001, the CRUI has been supported in its functions by the CRUI Foundation, which is entrusted with developing projects and services in conformity with the strategies of the conference. In 2014, the CRUI Foundation created the University-Business Observatory, with the participation of university experts and representatives of the economic and business worlds. The observatory has the aim of fostering co-operation and dialogue between the labour market, the research system and young people. On a yearly basis, it publishes its national report on activities carried out and main recommendations to improve the system (Fondazione Crui, 2018).

The National University Council (CUN) and National Council of University Students (CNSU)

The National University Council (CUN) is an elective body representing the whole university system. It serves as an independent advisory body to MIUR on relevant topics such as national programmes, policies and administrative practices affecting higher education, classification and definition of academic fields and disciplines, funding and teaching regulations.

The National Council of University Students (CNSU) is an advisory body representing all students enrolled in Italian universities, including third-cycle and doctoral students. It formulates proposals to MIUR on programme accreditation, the student welfare system and student services, policies on the strategic development of the university system and funding allocation. On a two-year basis, the CNSU also publishes a report on the conditions of students.

Networks of universities

AlmaLaurea is an interuniversity consortium founded in 1994, which currently brings together 75 universities and accounts for approximately 90% of Italian graduates. The consortium is financially supported by the member universities, by MIUR and by the firms and organisations that use its services.

AlmaLaurea conducts an annual survey of graduates’ profile and occupational condition one year, three years and five years after graduation. The survey monitors the students’ academic careers and reviews the graduates’ features and achievements.

Network for the valorisation of university research (Netval)

Netval is a network of Italian universities and public research organisations, representing over 80% of the Italian public research system.

Its mission includes: disseminating and strengthening the skills of Italian universities and public research organisations in the field of the valorisation of research results; providing an interface with industry; consolidating expertise in the area of commercial projects and intellectual property management; and developing international contacts.

Since 2004, the PNICube association is committed to supporting Italian universities and university incubators in activities to stimulate academic entrepreneurship and has been a leading player in the field of start-up support at the national level.

Over the years, PNICube has started several thousands of students and researchers on the path towards entrepreneurship: it is estimated that, in Italy, at least 20% of innovative start-ups have been set up thanks to the work carried out by the universities and PNICube university incubators. Furthermore, PNICube has built, during the years, an ecosystem able to support academic entrepreneurship through venture capital, corporate venture capital, business angels, companies interested in open-innovation activities and foreign bodies such as trade department of foreign countries.

copy the link link copied! Funding policies in Italian higher education

Strategic planning and indicators for periodic evaluation.

The funding policies and mechanisms that characterise the Italian university system mirror the main steering tool used by the Ministry of Education, University and Research: the three-year strategic planning act ( Programmazione triennale) . Indeed, on a three-year basis, MIUR sets the strategic priorities of the university system in terms of requirements for study programmes, research, student support, internationalisation and recruitment. These priorities are discussed with ANVUR, CUN, CRUI and CNSU.

On the basis of these priorities, each university develops its own strategic plan and presents to MIUR a co-funding application for its implementation. External stakeholders (firms, local authorities, civil society, etc.) also co-operate with the universities to elaborate the strategies.

Each strategic action – both at the system and institutional levels – is monitored through a set of indicators defined by MIUR. The co-funding applications are evaluated ex ante on the basis of the target set for each indicator; at the end of the period, the funds are confirmed if the university achieves its targets. 13

For the period 2019-21, after an improvement of the mechanism applied for the period 2016-18, part of the budget allocated by the ministry on the basis of the results achieved by HEIs will follow two of the key indicators used to monitor actions undertaken in research, teaching, student services, internationalisation and recruitment. The resources allocated with this mechanism are approximately EUR 340 million per year for state universities. All in all, the strategic planning will be supported with EUR 405 million per year for state universities. A similar increase will be ensured for state-recognised universities as well.

Funding policies for teaching and research in Italian universities

University system funding from the central government amounted in 2018 to EUR 7.7 billion and encompasses the following items (ANVUR, 2018):

Fund for Structural Resources to State Universities (FFO), the main line of funding (EUR 7 335.4 million)

State Supplementary Fund (FIS), to integrate the regional funds dedicated to study grants (EUR 234.2 million)

contribution to state-recognised universities (EUR 68.2 million) and to the University of Trento 14 (EUR 16.4 million)

contribution for capital charges and interests on loans (EUR 34.2 million)

contributions for university colleges (EUR 16.8 million), university residences (EUR 18.1 million) and sports activities (EUR 6 million).

Since 2009, the yearly FFO allocation is divided into three main strands:

1. a basic quota ( Quota base ), allocated on the basis of previous allocations and the Standard Cost per Student (CSTD – EUR 1.38 million), calculated taking into account the programmes offered, the number and qualification of academic staff, the number of non-academic staff and the services offered, the socio-economic conditions of the students and the availability of public transport

2. a performance-based quota ( Quota premiale ), allocated on the basis of the results of the National Research Quality Assessment Exercise (VQR, EUR 1 693.5 million), of the quality of recruitment, and of the improvement with respect to 2 indicators chosen by universities themselves. This quota is equal to 23% in 2018 and will be increased annually between 2% and 5% to reach 30% of the overall funding in the next few years

3. a residual quota providing for compensations to avoid “shocks” in state transfers and for targeted measures such as strategic planning, student welfare and student services, doctoral grants, incentives for the recruitment of academics and young researchers ( Quota interventi specifici – EUR 145 million).

Within the three-year strategic planning act, the Ministry of Education Universities and Research (MIUR) defines the share of funding allocated to each strand, also to help universities in their financial planning. The same model – excluding CSTD – is used for the funding of state-recognised universities. In the coming years, the CSTD should become the only criteria in allocatinMIRUg the basic quota, i.e. up to 70% of the overall funding. The CSTD share has been gradually increasing every year so that institutions can progressively adapt to the new system.

After suffering from a reduction of financial allocations, partially buffered by increased efficiency, Italian HEIs are now benefitting of a positive trend. Between 2009 and 2015, there was a constant decrease in public funds allocated to universities. This trend was mirrored by the reduction of students’ enrolment and, consequently, of the revenue generated by students’ fees. In addition, the economic crisis had negatively affected HEIs’ capacity to collect resources, from external stakeholders. Since 2016 the trend has inverted and financial resources have been increasing. However, funds allocation has not yet reached the same levels of 2009.

The so-called “Excellent Departments”, which are designed following European good practices, are an initiative to support innovation in universities. This initiative puts special focus on strategic planning in research.

180 excellent departments obtain extra financial support for 5 years (EUR 1.35 million per department, on average). The government selects these based on a two-step procedure:

1. Their performance, as assessed by ANVUR (which ranked the best 350 departments on the basis of the VQR 2011-14, as measured by the Standardised Indicator of Departmental Performance, ISPD).

2. The result of an independent evaluation carried out by a committee, appointed by MIUR. This committee selects the best 180 departments on the basis of the ISPD (weight 70%) and of a strategic development programme proposed by the department (weight 30%), evaluated on the basis of coherence and feasibility criteria. These programmes include recruitment of academic and non-academic staff, infrastructures for research, financial incentives to the personnel, development of 2nd- and 3rd-cycle study programmes.

In order to ensure participation of as many state universities as possible, Law 232/2016 limits in the number of applications per university and gives each university the opportunity to select its “best performer” (usually the one with the highest ISPD) to be evaluated only on the basis of its strategic development programme.

Funding for research institutes and research projects

The Fund for the Ordinary Financing of Research Entities and Institutions (FOE) is the main source of funding for Italian research entities. MIUR allocates FOE every year, with the following objectives:

ordinary assignments (FOE) for the ordinary functioning of research entities, including recruitment procedures

internationally-relevant research activities, to comply with the commitments undertaken by the government on the basis of international agreements

development of extraordinary projects, linked to specific activities identified by law or on the basis of dedicated agreements

Flagship Projects and Projects of Interest (PRIN; see below).

Also, funding for research has decreased in real terms in the last few years (-5.4% between 2011 and 2018). The following paragraphs illustrate the other main funding channels for research and research entities.

Research Projects of National Interest (PRIN)

PRIN funds are targeted to research projects that can potentially achieve a significant advancement in knowledge and increase opportunities for the national research community to benefit from international and European co-fund initiatives.

The PRIN programme, in fact, funds projects which require the collaboration of several researchers and whose financial needs exceed the means available to single institutions. The research group can either be composed by multiple research units from different universities or research entities or, in some specific research fields (e.g. humanities or mathematics), by single individuals.

The main characteristics of PRIN calls are the following: i) only universities and public research entities can apply; ii) projects are portable (in case of principal investigators, or PIs, who move to another institution); iii) funds are entirely transferred in advance, at the beginning of the project; iv) reports are expected only at the end of the project.

FIRST and National Technological Clusters (CTN)

MIUR supports research activities mainly with the Fund for Investment in Scientific and Technological Research (FIRST), including also additional PRIN financing dedicated to infrastructural investments and funds targeted at under 40 researchers. 15 FIRST resources have been cut substantially; more than 50% from 2010 to 2018, when it totalled EUR 83 million. However, starting from 2017, part of the FIRST has been allocated to national technological clusters (CTN), identified as the main tool to reach the targets in terms of public-public and public-private collaboration.

CTNs are given the task to recompose and integrate research strategies and technological roadmaps at the national level. Consistently with Horizon 2020, their objective is to put together critical competencies to mobilise the industrial system, the research system and the public system – both at the national and regional levels – in order to set common research agendas and share roadmaps for technological development.

Study fees and study grants

Student fees are the second most important source of funding after FFO provided by the central government. Access to university in Italy requires the payment of two different fees:

A general fee to the university, covering the cost of teaching, research and administrative services.

A targeted fee for the student support system, paid to the regional agencies for students support. Also, smaller administrative fees can be charged.

Each university can autonomously decide the overall amount of fees, within a cap set at the national level, which equals 20% of state funding. 16 This measure has put under pressure university budgets in recent years, due to the reduction of public funding allocated to the institutions. Average tuition fees in public tertiary institutions are lower in Italy than in a number of non-European OECD countries (OECD, 2017a); they are also lower than in the Netherlands and Spain but higher than in most other European countries.

Two main measures support students coming from difficult socio-economic background:

study grants, including the exemption from the payment of fees, which also consider merit-based criteria

no tax area, i.e. a full fee exemption for all students below a certain threshold of equivalised income (EUR 13 000) who achieve a minimum amount of European Credit Transfer Scale (ECTS) credits per year.

The students’ support system is co-funded by the state (with the State Supplementary Fund, FIS; see above), by the regions (for at least 40% of the FIS), and by students (with the above-cited targeted fee). The FIS is allocated to regional governments on the basis of co-funding rate, 17 number of eligible students and the number of places in students’ residencies. Unfortunately, the available funding is not sufficient to ensure that all students eligible for a study grant are covered. The scenario is fragmented at the national level: some regions have achieved or are close to full coverage, while others struggle in reaching that goal. However, the situation is improving, also thanks to a progressive increase in state co-funding.

1. Current transfers and revenues from contracts and agreements with regions and autonomous provinces.

2. All private and non-state public entities, including regions, Autonomous Provinces, hospitals, etc.

3. Including all other contracts and agreements, revenues from assets and loans.

Source : Authors’ elaboration from MIUR – Bilanci Atenei ( https://ba.miur.it/ ) accessed on May 2019.

International credit mobility

International credit mobility is offered to students to widen academic preparation and achieve transversal competencies and skills. Universities manage credit mobility by matching EU mobility programmes and funding with bilateral/multilateral agreements, institutional funding and support from the state.

MIUR allocates EUR 50 million every year to complement grants for international students’ mobility. The criteria to allocate funds to universities include the number of registered students (potentially mobile students), the number of beneficiaries of students support services (grants and exemptions), the number of ECTS credits achieved abroad by regular students, the number of graduates with 12 ECTS credits achieved abroad in their career, the number of doctoral students who spent at least 3 months abroad. Universities are asked to ensure that mobility grants for students take into account their socio-economic situation.

Recruitment

Recruitment of academic staff is at the centre of ministerial funding policies. Thanks to the resources allocated for 2019, the following provisions have been adopted:

Recruitment of 1 500 young tenure-track researchers covered by national resources (EUR 30 million in 2019 and EUR 88 million starting from 2020).

Elimination of turnover limitations for financially-robust universities. Institutions with salary expenditures under 80% of the budget and with a positive income/salary expenditure ratio can recruit up to 110% of retirements of the previous year.

Career progression for existing researchers. 676 positions of associate professors are funded by the ministry to support universities in ensuring career progression to researchers in possession of the national scientific habilitation (EUR 10 million starting from 2020).

Longer validity of the national scientific habilitation, from six to nine years.

Accreditation of doctoral programmes

Starting from the academic year 2019/20, ministerial guidelines for the accreditation of new doctoral programmes have been adopted to simplify the procedures and put more emphasis on the scientific production of the Doctoral Scientific Committee. This revision, which anticipates a wider reform of the regulations for doctoral education, safeguarded the number of innovative doctoral programmes. The overall number of accredited doctoral programmes totals 993. Most of these programmes are innovative programmes, based on interdisciplinary frameworks and on international and/or industrial collaborations.

New three-year strategic planning

At the moment of drafting this report, the new ministerial document for strategic planning and indicators for periodic evaluation was under discussion with the main stakeholder and should be published soon. The document contains the goals to be achieved by institutions for the period 2019-21 in teaching, research and its value-generating potential, student support, internationalisation and recruitment. The same document also includes the criteria to allocate 20% of the quota premiale (around EUR 340 million), an updated version of the indicators for periodic evaluation and criteria to allocate student support funding.

copy the link link copied! Monitoring quality and performance

Monitoring performances.

As mentioned in the introduction, great effort was made by the whole university system to improve performances and use funds more efficiently. A set of tools and indicators have been used by the ministry to measure and evaluate the results achieved, to create a sort of national dashboard available for both the ministry and universities themselves to measure progress. A wide set of databases developed at the national level, in fact, cover several dimensions such as: student and graduate careers; academic and administrative personnel; study programmes, research quality, research and third mission development and environment; budgets and financial sustainability. The existing indicators ( Table 1.2 ) are used by ANVUR for ex post accreditation and by the ministry for performance-based funding. 18 In addition to these indicators, VQR results are used to allocate funding on the basis of performances and to accredit doctoral programmes.

Accreditation system

The accreditation process of study programmes is designed by the ministry – after consultation with ANVUR – on the basis of the criteria defined by the legislation and taking into account the priorities and the indicators defined within the strategic planning. On a five-year basis, accreditation is extended to whole institutions.

The main features of the accreditation process are summarised in Table 1.3 .

The accreditation process is based on a robust internal quality assessment (QA) system developed by each university on the basis of the guidelines provided by ANVUR. The agency defines the main responsibility for the institutional players, proposes to MIUR criteria and indicators for accreditation and periodical evaluation, defines the guidelines for onsite visits of QA experts and defines the minimum content of QA documents to be developed. The accreditation of new study programmes takes into account also interactions with the labour market and innovation in teaching and learning, taking advantage of a dialogue with the main stakeholders of the university system, and requiring and evaluating the definition of the expected job positions for graduates. Graduate employment rates and the use of the competencies achieved, instead, are considered in the ex post evaluation.

Research Quality Assessment exercises (VQR)

The National Research Quality Assessment (VQR) plays a pivotal role in strategic planning and in the evaluation of the Italian system of universities and research. The VQR, now carried out every five years, is aimed at evaluating the research outcomes of state and state-recognised universities and public research institutes – as well as those of private institutions that voluntarily submit their research outcomes – in order to promote the improvement of research quality and to allocate the merit-based share of the FFO for state institutions.

For the period 2011-14, the VQR evaluated the research outputs of all permanent scientific staff in state universities, state-recognised universities and in 39 research organisations. More than 60 445 researchers submitted their best publications, for a total of almost 120 000 research outputs submitted and evaluated.

The publications are classified by their authors in 16 research areas and, for each research area, ANVUR appoints a panel of experts. In humanities and social sciences, a pure peer review system is applied with the help of external (national and international) reviewers. In science, technology, engineering and mathematics (STEM), the same procedure is used but, in addition, ANVUR also produces bibliometric indicators to inform the panels. In each exercise, the expert panels recruited about 15 000 external referees.

Also, third mission is formally considered as an institutional responsibility that universities have and as such, the evaluation of third mission activities is part of ANVUR’s objectives. Hence, this is included in both the VQRs and in the national system of quality assurance of the universities ( Autovalutazione – Valutazione periodica – Accreditamento , AVA).

Third mission activities have been divided into two main areas respectively involving the economic valorisation of research, IP, spin-offs, third-party activities and intermediation activities – and the production of public and social goods – management of cultural activities and the cultural heritage, clinical trials, lifelong learning and public engagement. Evaluation is based on peer review, informed by the aforementioned information.

copy the link link copied! Policy actions promoting value creation and entrepreneurship

Main policy actions promoting value creation through research.

The policy actions here reported are aimed at facilitating the creation of value by focusing on concrete opportunities for interactions between universities, research entities, enterprises and other societal actors.

Innovative doctoral programmes

The National Research Programme 2015-20 created innovative doctoral programmes based on the Principles for Innovative Doctoral Training, adopted by the European Commission (2011). The ministerial provision defining innovative PhDs refers to three main principles. Innovative doctoral programmes must be international, inter-sectoral and interdisciplinary.

The network approach

Italian HEIs generate network to improve their capacity and impact in research activities. Examples of HEI networks promoting research activities are the PhDITalents, the “Innovaton Flow” and the FAI Lab. Italian universities have also taken advantage of EU financial support. For instance, they have used the Erasmus Programme to promote knowledge alliances with enterprises and local players. Knowledge alliances are a successful initiative. Between 2014 and 2017, Italy has been the first country in terms of the number of applications, participating organisations and successful applications.

Since July 2015, the CRUI promoted the University Network for Sustainable Development (RUS, in the Italian acronym). The RUS focuses on environmental sustainability and social responsibility and disseminates good practices related to the Agenda 2030 and UN Sustainable Development Goals (SDGs). RUS, in addition, promotes the Italian experience at an international level.

To encourage the development and dissemination of apprenticeship contracts in the Italian university system, the CRUI Observatory has created the network for the promotion of the higher education and research apprenticeship. The network involves universities, companies, institutions, social partners (trade unions and business associations) and has the objective to improve the legislation and overcome the critical issues that are currently hindering the diffusion of apprenticeship contracts, by sharing information and good practices.

Smart specialisation strategy

The preparatory work for the operational programmes of the European Structural and Investment (ESI) funds 2014-2020 included the elaboration of a smart specialisation strategy aimed at strengthening the innovation ecosystem and focusing innovation efforts on areas and sectors where the growth potential is higher.

The Italian RIS3 national strategy provides a reference framework for national and local innovation initiatives with an inclusive governance model promoting the involvement of local actors. The strategy identified five cross-cutting objectives and five priority sectors:

1. the enhancement, specialisation and organisation of the national public research system

2. the enhancement and strengthening of human capital

3. the implementation of public policies for innovative industries to maximise the impact of research and innovation on competitiveness and on the opportunities for industrialisation and for market investments financed by public resources

4. the implementation of policies for the engagement of industries, the financial system and the research system in large innovation initiatives

5. guidance in the transition towards new organisational models.

Five national thematic areas were identified: Intelligent and sustainable industry, energy and the environment; Health, nutrition, quality of life; Digital agenda, smart communities, intelligent mobility systems; Tourism, cultural heritage and creativity industry; Aerospace and defence. Two strategic planning documents in particular address these goals: the National Research Plan (PNR) and the National Plan for Research Infrastructures (PNIR).

The National Research Plan (PNR)

The strategic planning for research is developed within the framework of the National Research Plan (PNR). Its main goal is to create a national research system comprehensive of policies for human capital, public-private co-operation and strategic research infrastructures. The National Research Plan is adopted by the Interministerial Committee for Economic Planning (CIPE) as part of the economic policy of the country.

A special chapter of the National Research Plan is the National Plan for Research Infrastructures (PNIR), coherent with the guidelines of the European Strategy Forum for Research Infrastructures (ESFRI). These guidelines define the role of the ministry and the mission of the new National Operative Programme for Research and Innovation 2014-20 (NOP-R&I). The NOP 2014-20 is strictly related to the national RIS3 through the development of research infrastructures, the consolidation of technological clusters, the challenge brought by key enabling technologies (KETs) and the growth of human capital and competencies.

Innovative doctorates with industrial characterisation are part of the strategy, aiming at increasing the attractiveness of PhD programmes, experimenting a new way of collaboration with the business world and taking into account the development trajectories identified within RIS3.

The PNR also includes a researchers mobility initiative, consisting of two lines: researcher mobility (i.e. support in contracting young PhDs graduates to benefit from international mobility) and researcher attraction (i.e. support in contracting young PhDs graduates located outside the target regions of the NOP-R&I 2014-20).

Main policy action supporting entrepreneurship in and through higher education

The policy actions here reported are aimed at improving the entrepreneurship-related skills and competencies achieved by students and, more generally, at increasing participation and successful completion of higher education. These actions are targeted mainly at students but teachers are increasingly involved as well.

Professional bachelor’s programmes

Starting in 2018, Italy has introduced professional degree programmes to reduce skills mismatches (OECD, 2017c). Universities can create professional bachelor’s programmes, lauree professionalizzanti in Italian, tailoring teaching and learning activities to skills needs in labour markets and ecosystems. Professional bachelor’s programmes allocate about 50 ECTS to “on-the-job” activities. This share is much higher than the majority of first-cycle programmes (typically limited to 12 ECTS). During this piloting period, each university is allowed to activate only 1 professional programme, enrolling a maximum of 50 students. As of academic year 2018/19, there are 14 accredited professional bachelor’s programmes. These require collaboration between HEIs and businesses. Programmes are designed to provide students with a professional qualification, which can be easily identified by employers. This is possible because programmes are designed in collaboration with business associations. In addition, some HEIs have established a collaboration with individual firms.

While professional bachelor’s programmes are important to reduce the skills gap in the country, they may overlap with similar initiatives, such as ISCED level-5 technical institutes ( Istituti Tecnici Superiori ) (OECD, 2017c). Italy introduced ITS in 2010 based on the same rationale that generated professional bachelor’s degrees. Given the vast demand for technical skills in the country, MIUR and the CRUI are assessing solutions to integrate the two pathways, e.g. by asking universities to recognise exams taken in ITS.

Scientific degrees, tutoring and carrier guidance

MIUR, in co-operation with science departments and the Italian industrialist association created a plan for scientific degrees ( Piano Lauree Scientifiche , PLS) in 2004. The PLS aims to ensure that students achieve the scientific competencies required to enter the labour market and contribute to sustainable socio-economic development. The plan started focussing on the “core” scientific disciplines – mathematics, physics and chemistry – but was recently extended to other STEM disciplines (except engineering). The PLS helps students develop their own academic path and promote enrolment in scientific programmes, often considered too challenging.

To achieve these goals, HEIs co-operate in national networks, organised by discipline, to:

involve secondary school students in targeted, students-centred, learning activities to experience learning at tertiary level

organise self-assessment exercises for students, to raise their awareness concerning their disciplinary and transversal competencies

help secondary school teachers upgrade their skills and knowledge

support university students in their first years of study, to reduce dropout.

As female participation in scientific disciplines is often low, project promoters are asked to implement targeted measures to enrol more women.

Since the academic year 2017/18, the government has adopted a similar approach to humanities and non-STEM disciplines. Drawing on the experience of the PLS, the ministry created a plan for tutoring and carrier guidance ( Piano Orientamento e Tutoraggio , POT) in law, economics and management, pharmacy, engineering, architecture and industrial design, cultural heritage and humanities, arts, languages, pedagogy, social sciences, sports, and agricultural and food sciences.

Entrepreneurship and transversal skills

In the strategic planning of the university system, the ministry encouraged institutions to develop action plans to increase and strengthen transversal competencies achieved by students. Twenty universities presented strategic development projects, which explicitly included an action plan on the topic, also providing support to academics to innovate in their teaching methodologies.

In this respect, the assessments of competences ( test delle competenze, TECO and TECON) promoted by ANVUR have certainly pressured universities to take into consideration the impact of programmes in the additional development of not strictly subject-related competencies.

In the national debate, the acquisition and valorisation of digital competencies and the promotion of training activities for teachers in teaching and learning innovation have not been forgotten. In consideration of these critical issues and promising areas of development, the CRUI Observatory (CRUI, 2018) made some proposals to be translated into operational actions, including the development of digital certificates such as OpenBadges (see Chapter 5 on digital transformation).

National awards promoting entrepreneurship teaching and learning

A great stimulus for entrepreneurship comes from a national prize, Premio Nazionale Innovazione (PNI), promoted by the national association of incubators, PNICube, since 2003. The PNI rewards the best projects in the development of technology-intensive enterprises resulting from research activities and the winners of regional business plan competitions, better known as the Start-Cup. To evaluate the projects, PNICube involves a jury of experts from the private sector. In 2014, a special award for the best social innovation project was created. Since 2015, another special award is devoted to equal opportunities.

In addition to the National Award for Innovation and since 2007, PNICube has been promoting the Italian Master Start-up Award, a unique event at the national level rewarding the start-up which achieves the best economic and commercial performances within 3 years from its foundation.

Between 2003 and 2016, as many as 700 ideas for enterprises made it to the final phase of the National Award for Innovation. Out of these, 337 are now active start-ups with an average budget of EUR 260 000, 5% of them with more than EUR 1 million.

AlmaLaurea (2016), Valutazione e monitoraggio dei percorsi I.T.S. conclusi nel 2014. Rapporto 2016 , Consorzio Interuniversitario AlmaLaurea, https://www.almalaurea.it/universita/ altro/percorsi-its-2014 .

ANVUR (2018), Rapporto biennale sullo stato del sistema universitario e della ricerca , ANVUR, Rome, http://www.anvur.it/wp- content/uploads/2018/08/ ANVUR-Rapporto-2018.pdf .

ANVUR (2016), Valutazione della Qualità della Ricerca 2011-2014 (VQR 2011-2014). Rapporto finale ANVUR: Parte Terza Missione , http://www.anvur.it/rapporto-2016/ static/TerzaMissione_Ipertesto.htm .

Bobbio, E. (2016), “Tax evasion, firm dynamics and growth”, Bank of Italy Occasional Papers , No. 57.

Calvino, F., C. Criscuolo and C. Menon (2015), “Cross-country evidence on start-up dynamics”, OECD Science, Technology and Industry Working Papers , No. 2015/06, OECD Publishing, Paris, https://doi.org/10.1787/5jrxtkb9mxtb-en .

Criscuolo, C., P. Gal and C. Menon (2014), “The Dynamics of Employment Growth: New Evidence from 18 Countries”, OECD Science, Technology and Industry Policy Papers , No. 14, OECD Publishing, Paris, https://doi.org/10.1787/5jz417hj6hg6-en .

CRUI (2018), I Magnifici Incontri CRUI 2018 – Piano Nazionale Università Digitale , https://goo. gl/NWdH3n .

European Commission (2016), “Country Report Italy 2016”, Commission Staff Working Document, SWD 81 Final.

European Commission (2011), Report of Mapping Exercise on Doctoral Training in Europe: Towards a Common Approach , EURAXESS, Brussels, https://goo.gl/TXqSg7 .

Fondazione Crui (2018), Osservatorio Università-Imprese, Report 2018 , Osservatorio della Fondazione CRUI per il dialogo e la cooperazione tra università e imprese, http://www.universitaimprese.it/osservatorio/wp-content/uploads/2019/07/report-2018-digitale-exe.pdf .

INDIRE (2019), I numeri ITS , http://www.indire.it/progetto/its- istituti- tecnici- superiori/numeri-its/ .

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← 1. The law reform was n. 240/2010.

← 2. “Ecosystem” is often used as synonymous with “territory” or “region”; however, the word has an ample meaning. An ecosystem may encompass activities and agents that are not located in the core territory but have great influence on what happens in the core. In the same vein, thriving ecosystems are part of extended networks that involve other ecosystems (ecosystem of ecosystems), while lagging behind regions are small ecosystems (like small ponds, for example).

← 3. As in most OECD countries, tertiary educational attainment is higher for women than men in Italy: in 2017, 20% of men and 33% of women aged 25-34 had a tertiary education compared to the OECD averages of 38% and 50%. The gap is similar for recent graduates: based on 2016 data, 25% of today’s young men (under 30) and 37% of young women in Italy can expect to graduate from tertiary education at least once in their lifetime.

← 4. Italian HEIs operating in these four areas generate more than 80% of academic patents. This proves the actual concentration of the system in a few HEI poles.

← 5. Nevertheless, in Italy, start-ups are more likely to survive than start-ups in other countries and tend to grow in their first three years at roughly the same rate as their counterparts located in other countries (Calvino, Criscuolo and Menon, 2015).

← 6. Further information on the structure of qualifications in the Italian higher education system can be found in the Italian Qualifications Framework for higher education ( www.quadrodeititoli.it ).

← 7. Scuola Normale Superiore (Pisa), Scuola Superiore S. Anna (Pisa), Scuola Internazionale Superiore di Studi Avanzati (Tri-este), Istituto Universitario di Studi Superiori (Pavia), Scuola di Alti Studi “Istituzioni, Mercati, Tecnologie” (Lucca), Gran Sasso Science Institute (L’Aquila). The two institutions based in Pisa and the one based in Pavia are also awarding second-cycle qualifications, in co-operation with partner universities.

← 8. Data for academic year 2016/17.

← 9. This is the legal form chosen for this type of institution.

← 10. Typically the fashion industry, the construction sector and the manufacturing of machinery tools.

← 11. The detailed list can be found at: https://www.miur.gov.it/enti-pubblici-di-ricerca1 .

← 12. These are: CREA (Council for Agricultural Research and Economics), supervised by the Ministry of Agriculture, Food and Forestry; ENEA (Italian National Agency for New Technologies, Energy and Sustainable Economic Development), supervised by the Ministry of Economic Development; INAPP (National Institute for Public Policy Analysis, formerly ISFOL), supervised by the Ministry of Labour and Social Policy; ISTAT (National Institute of Statistics), supervised by the Prime Minister’s Office; ISS (Higher Institute of Health), supervised by the Ministry of Health; ISPRA (National Institute for Environmental Protection and Research), supervised by the Ministry of the Environment.

← 13. The Italian framework for strategic planning is very similar to the one used in Austria. Also in that case, universities negotiate with the ministry the strategic priorities of the system on a three-year basis and report the results of the period to parliament. In Austria, however, universities also negotiate with the ministry their individual strategic priorities, instead of presenting projects to obtain co-funding.

← 14. The University of Trento was founded in 1962 as a private institution. In 1982, the university (until then private) became public, with a statute that guaranteed self-government. The Milan Agreement of 2009 provided the Autonomous Province of Trento more power over the university.

← 15. The initiatives that can be covered through FIRST are: support to basic and industrial research, including pilot projects to foster specialisation; procurement contracts for R&D, in connection with relevant social challenges (e.g. environmental sustainability, technological innovation); social innovation actions; infrastructural investments, financial support to advanced training, technology transfer centres and spin-offs for the development of technological clusters in public-private partnership; national projects on basic and industrial research, included in EU and international programmes; projects for the use of research results in an industrial context.

← 16. This maximum cap excludes fees from non-EU students and from students exceeding the normal duration of study programmes.

← 17. The higher the share of funding taken up by regions, the higher the allocation from the government.

← 18. The set of indicators has been revised with the adoption of the ministerial decree on strategic planning for the period 2019-21. The new indicators will be progressively included into the monitoring and evaluation system.

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