A new architecture of the educational system.

Titel	A new architecture of the educational system.
Quelle	In: European education, 33 (2001) 1, S. 68-84Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Tabellen 2
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1056-4934
DOI	10.2753/EUE1056-4934330168
Schlagwörter	Bildung; Autonomie; Autonomie; Berufsausbildung; Berufsberatung; Bildung; Bildungsrecht; Bildungsreform; Italien; Bildungssystem; Schule; Technik; Bildungssystem; Bildungsreform; Reform; Arbeitsvermittlung; Berufsorientierung; Schulpflicht; Bildungsrecht; Schule; Schulpflicht; Berufsausbildung; Arbeitsvermittlung; Berufsberatung; Berufsorientierung; Dezentralisierung; Reform; Technik; Italien
Abstract	This article summarizes the various steps taken by the Italian government between 1999 and 2000 and put down in new legal regulations to reform the educational system. The general process of reform will lead to: 1." the raising of the instruction requirement to ten years (Law No. 9/99) ... . The law forsees raising the limit of compulsory education to fifteen years of age; 2. the raising of the instruction and professional training requirement up to the completion of the eighteenth year of age (Art. 68, Law No. 144/ 99) ...; 3. the constitution, in the sphere of the system of integrated superior training, of the instruction and technical superior training, according to what is set out in Art. 69 of Law No. 144/99. These measures gather what is provided for by the Social Pact for development and employment, initialed in December 1998, that underlined the priority need to create and organize an integrated offering of instruction and education. The system innovation elements of the integrated educational system can be summarized in the following points: 1. the reforms of the professional educational system prefigured by Art. 171 196/97, which must permit a qualitative improvement of the educational output thanks to accreditation of the educational structures, creation of a system of credits and certification of skills, and enactment of a structured system of accompanying services to educational paths at the local level; 2. the creation of a structured system of alternating paths through promotion of orientation and educational apprenticeships, as interfacing instruments with the world of work, in terms of professional orientation and employability for young people; 3. the reform of employment services, which can become real connectors between the integrated educational system and the request of professionalism as related to the productive contect; 4. the Law Decree 112/97, through which is realized the process of decentralization that will allow the creation of networking autonomies; 5. the completion of school autonomy, financial as well as organizational-didactic, through fewer rules that will permit the school to interact with the external context with greater facility and flexibility. To this groups of normative interventions the reorganization of the cycles can be added, recently redefined following the parliamentary discussion." (DIPF/Orig./Kr.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2003_(CD)