Italy

Administration of the Italian Educational system was at one time highly centralized. Since the end of the 1950s, there has been a trend toward decentralization, from the Ministries to the regional and provincial offices. Presidential decrees in 1972 and 1977 transferred more educational responsibility to the regions, provinces, and communes; however, finance, personnel, curriculum, and scientific research, and other specialized areas remained centralized. In 1989 the Ministry of the University and Scientific and Technological Research was created to guide, regulate, finance, and help with the administration of universities and research. Other responsibilities of this university ministry include coordination with the European community and international integration of the university system, admission requirements, monitoring and assessment. The Ministry for Public Instruction continues to be responsible for elementary, secondary, and tertiary, non-university education.

A 1997 law continued to delegate some educational responsibilities to regional and local governments, but major decisions still remain centralized. A 1999 presidential decree provided additional regional educational autonomy in terms of administration and management, school time and classes, and some curricular decisions. The 1999 decree also created an agency for vocational training and education that will work in conjunction with the Ministry of Public Instruction and the Ministry of Labor for effective coordination of vocational education and training. Law Decree 300 also called for the merger of the Ministry of Public Instruction with the Ministry of the University and Scientific and Technological Research; the merger should be completed by 2003.

National education authorities include the Ministry of Education based in Rome; central offices; regional schools superintendents (Sovrintendenza Scolastica Regionale); and the Provincial Director of Education (Provveditorato agli Studi). Within the Ministry of Public Instruction, the minister is assisted by one or more under-secretaries. The organizational units within the Ministry of Public Instruction deal with different levels and types of schools, teacher education and training, cultural exchanges, personnel administration. The Ministry issues general guidelines, legislation and directives for schools and schooling. There is a special service for preschool education, and three inspectors are responsible for physical education, art education, and employee pensions.

The minister may call upon certain individuals for advice, tasks, and budget. These persons include the Secretariat, members of the minister's cabinet and offices working with the Minister of Public Instruction; regional and provincial undersecretaries of state appointed directly by the Minister; and ministerial advisers. Directors general, inspectors, and departments may also be called for expert advice.

The Higher Council for Education (Consiglio Superiore della Pubblica Istruzione) has replaced the National Education Council. This council assists the Minister of Public Instruction with planning and supervision of education policy. The central general administration of nursery schools (Servicio per la Scuola Materna) assists the Minister in policy making and the implementation of educational activities (Orientamenti dell'Acttivita Educativa). The central general administration of elementary and secondary education (Directorates) deal with primary and lower and upper secondary schooling. These directors submit regulations to the Minister of Public Instruction regarding curricular implementation, teacher recruitment, non-teaching staff, student assessment, funding, and other school issues.

Central general administration of higher education under the Ministero dell'Universita e della Ricerca Scientifica e Tecnologica is responsible for the implementation and evaluation of the university strategic plan; ensures the autonomy of individual universities; enhances university research; supervises and monitors university research plans; allocates funds according to specific, designated criteria; coordinates educational activities and research projects at the national and international level, especially within the countries in the European community; works in conjunction with the Ministero della Istruzione Pubblica in coordinating education at various levels in terms of inservice training of school personnel; fosters research in the field of education; and promotes cultural exchanges among schools and universities. The Ministry of University and Scientific and Technical Research is assisted by three departments: the Department of University and Student Autonomy (Dipartimento per l'Autonomia Universitaria e gli Studenti), the Department for the Development and Promotion of Research (Dipartimento per lo Sviluppo e il Potenziamento del'Attivita di Ricerca), and the Department for Economic Affairs (Dipartimento per agli Affari Economici).

Additional councils assist the Ministry in matters of university education and administration. The Consiglio Universitario Nazionale (CUN) oversees university planning, the appointment of professors and researchers, and teaching regulations. The council is composed by 15 professors, 3 of whom representing 3 scientific disciplines; 8 student representatives; 4 technical and administrative staff representatives; and 3 members of the Conferenza Permanente dei Rettori della Universita Italiana (CRUI). These representatives are all elected members who remain in office for four years. CRUI is involved in the development of objectives for the university, the allocation of financial resources, and in the administration of didactic and scientific regulations regarding research.

The Commissione di Esperti per il Coordinamento tra l'Istruzione Universitaria e gli Gradi di Istruzione (Commission of Experts for the Coordination of University Instruction) is composed of three members appointed by the Consiglio Nazionale della Pubblica Istruzione, three members appointed by the CUN, two members appointed by the Consiglio Nazionale dell'Economia e del Lavoro (CNEL) representing employers and employees, one representative from the Regional Institute for Research and Refresher Courses (IRRSAE) which coordinates in-service teacher training, three experts nominated by the Ministero della Pubblica Istruzione, and three experts nominated by the Ministero dell' Universita e della Ricerca Scientifica e Tecnologica. This commission concerns itself with students following university education and preparation for teaching.

Two new councils will be formed after 2000: the Consulta Nazionale per il Diritto agli Studi Universitari (National Council for the Rights of University Students) and Consiglio Nazionale degli Studenti Universitari (National Council of University Students). The National Council for the Rights of University Students will be composed of five university representatives, five regional representatives, and five students. The National Council of University Students will be comprised of 28 student members, elected by their peers, who are enrolled in degree or diploma programs. This council will be concerned with general criteria and teaching guidelines.

In Italy, local school administration includes provinces and communes. Education power at the provincial level includes the Provveditore agli studi and the Assessore Provinciale alla Pubblica Istruzione. These individuals are responsible for state and local administration of schools. The Provveditore is in charge of the promotion, coordination, supervision, and monitoring of provincial schools, except for the Fine Arts Institutes. He interprets the central laws and regulations for primary and secondary education in regional schools. The Provincial Director of Education establishes relationships among provincial andlocal school authorities. The Provveditore is also responsible for inservice education for teachers, special education, and health education. The Provincial Scholastic Council (Consiglio Scolastico Provinciale) serves as a consulting body to the Provveditore. The Assessore alla Pubblica Istruzione is responsible for upper secondary education in terms of establishing and annexing schools and other aspects of physical facilities, including the integration of handicapped students, school networking, and school safety.

Commune offices and authorities, often representing small residential communities, are distributed throughout Italy and are concerned with the performance of functions and services needed in the daily operation of schools and student attendance. Additional responsibilities include subsidized student transportation, cafeterias, textbooks, and financial assistance for needy families. Communes have similar responsibilities as provincial bodies.

Specific administration and management of schools have become increasingly decentralized and grant schools autonomy in teaching, administration, research, and development. Schools are viewed as expressions of functional autonomy aimed at determining and providing educational opportunity. Schools are seen as institutions that assist with the cognitive, sociocultural, and moral development of citizens in a pluralistic society. Each school prepares a Piano dell'Oferta Formativa (POF), a plan that includes the philosophy, missions, and goals consistent with the general educational objectives and national standards. Schools are expected to reflect the cultural, social and economical realities of each community and provide equal opportunity in education for all citizens. The POF includes different teaching strategies that consider teaching and learning styles, especially the needs of culturally diverse students.

The Collegio del Docenti (Teacher Council) makes decisions regarding teaching and learning on the basis of general objectives defined by the Consiglio di Circolo (Cycle Council) or Consiglio di Istituto (Institutional or School Council). Parents and students have input in the decision-making process. School goals, regulations and decisions are distributed to students and parents during enrollment at the start of each academic year. Statutory rule of law concerning school autonomy makes it clear that schools must take into account cultural pluralism; provide equal opportunity for students; foster academic freedom in teaching and learning; as well as plan and implement educational and training interventions, which assist in the development of all learners. School decentralized decision-making includes teaching autonomy, organizational autonomy, and research autonomy. Teaching autonomy means that schools must carry out a plan that includes national objectives leading to an educational environment conducive to learning for all students.

Class schedules and lessons are flexible and arranged into modules, according to subject areas, which best meet student needs. Students are grouped for enhanced learning and teaching opportunity. In terms of organizational autonomy, schools are allowed to decide how to best allocate teaching resources and adapt teaching methodologies and curriculum according to student needs, as long as the schools follow their POF. Autonomy of research, experimentation, and development provides for curricular planning and assessment; training and professional development of school personnel; innovation of curricula and pedagogy; theoretical and experiential teaching and learning; and interdisciplinary curricular integration, including vocational education and training.

School autonomy also allows individual schools to increase course offerings and educational activities that take into account the social and cultural needs of the community. Schools are encouraged to build networks with other schools, universities, and private corporations and associations. These community network relationships encourage curriculum innovation, a variety of methods and strategies, collaborative research opportunities, cooperation in educational resources, and teacher exchanges.

Schools are given administrative and financial autonomy in staff recruitment, hiring, and teaching assignments. The Ministry of Education establishes guidelines for school autonomy to ensure some uniformity within the Italian educational system. This guiding framework includes specific educational objectives, minimum curriculum standards, compulsory curricular timetables, general criteria for student assessment, and general organization of adult education. Universities function under the guidelines of the Ministry of the University and Scientific and Technological Research, but they also have some provincial and regional autonomy in terms of staffing, curriculum, and research.

The Ministry of Public Instruction allocates funds directly to technical and vocational schools to use for materials and laboratories and other facilities needed for experiential education. Regions have specific powers and needs regarding school buildings, vocational education, school transportation, school meals, and providing textbooks free of charge. Provinces and communes are usually given freedom to use resources and finances to meet the needs of individual communities, while still maintain standards and requirements of the Ministry of Public Instruction. Provincial authorities cover the building cost of primary and lower secondary schools, as well as technical and scientific upper secondary schools. The communes cover the cost of upper secondary classical schools.

The Ministry of Universities and Scientific and Technological Research disperses financial resources among state and private universities that meet state level requirements. Private universities also received funding from private organizations, associations, or foundations. State universities are allowed to accept private funding contributions for resources and research. Additional income for universities comes from student tuition.

Evaluation of educational institutions is a concern. In 1999 the government established the National Institute for the Evaluation of the Educational System, which is responsible for the administration of institutional evaluation, documentation, and educational research. This institute monitors institutional evaluation and provides technical guidance and support. Inspectors from the Ministry of Education pay regular visits to schools to ensure educational quality and equity and implementation of ministerial directives. Inspectors' responsibilities include giving educational assistance in terms of planning, organization, and implementation of programs; technical assistance and advice for experimental and research activities; and defining and implementing in-service training for faculty and staff.

Article 33 of the Italian constitution establishes educational policy, which states that the government must establish a state school system for all children, providing opportunities commensurate with their aspirations, regardless of economic status and social situation, such as ethnic or linguistic background. Private bodies and individuals are entitled to establish schools and colleges of education. These schools may get state funding if they follow rules and guidelines, including health regulations, similar to those of public schools and ensure equal opportunity to students.

Nationally recognized private schools are also authorized to provide certificates of completion. Provincial Directors of Education supervise private schools at the preschool level. Private elementary schools include officially recognized schools (Scuole Parificate) also supervised by the Provincial Director of Education (Provveditore agli Studi); and authorized private schools run by persons with a Primary Teaching Training Certificate, or a classical or technical diploma (Magistrale from the Scuola Magistrale). Teachers at these private schools may be asked to articulate a faith and morality statement.

Private education at the secondary level includes legally recognized schools (Scuole Legalment Risonosciute) and state authorized schools (Scuole Pareggiate). These schools have the same validity as state schools and can award a middle school certificate (Diploma di Licenza Media). In recognized schools, curriculum, student assessment, and teacher qualifications are similar to public schools. Private schools may receive public funding in terms of government grants. Private education at a higher level include universities and other higher education institutions, as well as non-university higher level education for high levels of specialization, such as art institutes. If these institutes follow state guidelines, they may award certificates. The Ministry of Education's art inspector supervises the private art institutes.