紀要論文

イタリアにおける青年の移行期支援と雇用・教育政策

Education / training and employment policies for the support during the process of transition of youth in Italy

jpn

13493051

https://doi.org/10.15002/00007515

法政大学キャリアデザイン学会

生涯学習とキャリアデザイン : 法政大学キャリアデザイン学会紀要 = Lifelong learning and career studies

5

25

39

2008-02

Version of Record

This paper clarifies the features of education/ training and employment policies set up for youth in Italy, where, among European countries, the process of transition of youth continues long-term and the rate of drop-put is relatively high. In Italy the unemployment rate is high, so support that fives priority to a “labor market approach” in the stage of transition is promoted. Italy is a target area of employment support policies offered by the UU, as are other Southern European countries such as Spain and Greece. There is an increasing number of youth who are unable become independent from parents’ households even into their mid-30s. In 198 the government, together with various social partners, agreed upon a social arrangement for employment which placed the focus of reform on the educational system and training policies of Italy. In conceiving of education and vocational training programs for youths 15 to 18 years old, the following four points were proposed: (1) Realizing the notion of “rights = duty” in education and training until the age of 18. In this period, youths must attend school, enter a regional vocational training system, or occupy a job in an apprenticeship system. (2) Raising the validity of the apprenticeship system in a company or training system. (3) Developing new system of integration, as specialized education and training. (4) Strengthening continued-education training. The “rights = duty” period was established through laws between 1997 and 1999. In 1999 a new type of post-secondary school (IFTS) was established which offers problem-solving studies in local industrial situations. The practice of companies is systematized in the learning process. With this educational reform, the focus of discussion has turned to how to design modern competencies necessary for young people. It is imperative to investigate further on this point since the debate over competencies is crucial in developing a lifelong learning system.

Article

AA11961965