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Reform of the Italian education and training system has been high on the agenda of the government and social partners for some years. In August 2000, the reform process reached the universities with the adoption of a radical decree law, providing for changes such as the introduction of a two-tier degree system. The reform is bound to have major repercussions on the entry into the labour market of graduates. It should help reduce the drop-out rate and the excessively long time taken to graduate – two distinctive features of Italian universities – and therefore raise the number of graduates and accelerate their entry into the labour market. Moreover, the diversification of university education should lead to a closer match between labour demand and supply.
The overall educational level in Italy rose during the 1990s, thereby narrowing the gap between Italy and the other main European countries. The proportion of the active population with high-school diplomas increased from 16.5% in 1981 to 37% in 1998 and the proportion of graduates from 4.9% to 11.7% (according to figures from the Isfol training institute).
Despite this improvement, the Italian educational system still suffers from a number of shortcomings. As regards universities, the distinctive features of the Italian system are the large number of students who abandon their studies and the excessive length of time taken to graduate. The drop-out rate is estimated at around 60% and is especially marked between the first and second years of study. This may be due to various factors: choice of an unsuitable course; difficulties in coping with university-level studies; problems in dealing with an institution which requires different study methods from those at school; and limited motivation, given that enrolment at university is often viewed as a stop-gap measure while waiting to enter the labour market. The duration of studies is almost always longer than that envisaged by the university regulations. In the academic year 1995/6, the percentage of students still attending university beyond the legal duration of their courses because they had not fulfilled examination requirements (known as fuoricorso) amounted to around 84% of the total, and 45.9% of graduates earned their degrees with a delay of three years or more (according to figures from the Istat statistical institute).
Because of these factors, despite the high number of enrolments at university, the share of graduates in Italy is still relatively low.
Another key issue concerns the transition from school to work. Unemployment in Italy is largely concentrated among young people. Possession of a higher qualification makes finding employment relatively less difficult: three years after obtaining their qualifications, 71.6% of graduates are in employment compared with 44.9% of secondary-school diploma holders (according to Istat). However, graduates display a certain degree of dissatisfaction with their employment circumstances, particular as regards aspects such as pay (49.2%), career prospects (46.5%), the extent to which knowledge acquired during university studies is put to use (41.8%), and job security (37.9%) (Istat figures). This dissatisfaction may be due to the excessive expectations of graduates, but it may also be indicative, as far as graduates are concerned, of a mismatch between qualifications and type of employment.
Reform of universities
The reform of the university (as well as the school) system has been at the centre of political debate for a number of years (IT0002144F).
At present, the Italian university system offers only one type of degree programme, the duration of which varies from four years for the majority of faculties, to five years for some faculties like architecture and engineering. Longer degree courses apply to medicine and veterinary science. Another feature of the Italian university system is its high level of centralisation: matters such as degree-course syllabuses are defined centrally by the Ministry of the Universities and Scientific and Technological Research and by the National University Council (Consiglio Universitario Nazionale, CUN), a body responsible for governance of the universities.
One of the innovations introduced during the 1990s was the granting of autonomy to universities to draw up their own statutes and to administer their finances. Schemes were also introduced to reduce overcrowding at the large city universities. Finally, the criteria for the recruitment of lecturers and researchers have been changed.
At the beginning of August 2000, the government approved a decree law which radically reforms the organisation of Italian universities. The most significant aspects of this reform are as follows:
- the introduction of two types of degree course, a first-level course of three years' duration, and a second-level specialisation course lasting two years. The three-year course covers 42 disciplinary areas, the two-year course covers 104 areas. Individual faculties are given greater autonomy in defining course syllabuses;
- the introduction of masters programmes, one-year specialisation courses for students in possession of three-year or five-year degrees. Those in possession of the latter may also continue their studies by working for a research doctorate (three-year duration);
- the introduction of a credits system which defines academic effort in terms of the hours of lectures and study required by each course (one credit = 25 hours of lectures and study). A student must accumulate 180 credits to obtain a three-year degree, and 120 credits for a specialist degree; and
- the introduction of university-entry tests which assess whether the student has adequate preparation for the course selected.
The reform will come into effect in the academic year 2001/2. However, some faculties will introduce it on an experimental basis in the 2000/1 academic year.
Commentary
During the 1990s the Italian educational system underwent reform which affected its various components - vocational training (IT9812334F), schools, and now universities. Major changes have been made in an area where strong resistance was raised against any sort of reform. Furthermore, education and training is today recognised as a crucial factor in the competitive success of Italy's productive system. As a consequence, it has become a key item on the agenda of negotiations between the government and the social partners (IT9702201F, IT9708309F and IT9901335F).
The reform approved by the government brings the Italian university system more closely in line with those of other countries. Its most important feature is the greater diversification of higher education. By introducing the two-tier degree system, and by giving more precise definitions of the workload required by each course through the credits system, the reform aims to reduce the drop-out rate and to accelerate graduation. Thus, it should not only increase the number of graduates but also enable their earlier labour-market entry. Moreover, the two-tier system should enhance the match between labour demand and supply, reducing the gap between the knowledge acquired by a graduate and the skills required by the job.
However, the diversification of higher education should not lead to a lowering of standards, as feared by some critics of the reform. The granting of autonomy to faculties will give them greater responsibility in drawing up course programmes. Important in this regard will be overcoming the traditional separation between university and the world of work typical of Italy. Individual universities, in fact, should be able to offer courses that more closely match the requirements of industry, defining objectives and syllabuses differently according to the type of degree course (three-year or two-year). However they must avoid downgrading the university's traditional role as a centre of culture and higher education. (Marco Trentini, Ires Lombardia)