Policy Framework

At present, in Italy a specific national strategy on social and civic competences does not exists.

Formal learning

In Italy, social and civic competences are part of ‘civic education’. In September 2024, the Ministry of Education and Merit approved new ‘Guidelines for teaching civic education‘. Civic education was first introduced by Law 92/2019 as a compulsory subject and applies to all levels of schooling, from early childhood education to upper secondary school. It is a separate subject which must be taught for at least 33 hours a year.

The civic education curricula are based on three main thematic areas: 1) Constitution, national and international law, legality, and solidarity; 2) sustainable development, environmental education, awareness and protection of cultural heritage and of the territory; 3) digital citizenship.

Non-formal and informal learning

Italy supports student participation through formal frameworks such as the Regulation on the Statute of Female and Male Students in Upper Secondary Schools, issued in 1998. Article 2 of the Statute affirms that ‘students have the right to actively and responsibly participate in the life of the school.’ It also affirms that schools must guarantee and regulate the exercise of students’ rights to meet and organise assemblies at the class, course, and school level, promoting democratic engagement and civic responsibility within the educational environment.

Student participation in school life is further reinforced by Legislative Decree 297/1994. Article 13 establishes that student assemblies in upper secondary schools are an essential opportunity for democratic participation, aimed at deepening students’ understanding of both school-related and societal issues, contributing to their cultural and civic development.

The introduction of civic education as a compulsory subject with Law 92/2019 and the Pathways for Transversal Skills and Orientation (Percorsi per le Competenze Trasversali e per l’Orientamento - PCTO), adopted by Decree 774 of 4 September 2019, represent key measures aimed at fostering student engagement in community and social initiatives. The civic education guidelines, developed by the Ministry of Education and Merit, are designed to enhance students’ understanding of citizenship, constitutional values, sustainability, digital responsibility, and civic engagement across all levels of education. In addition, the PCTO is conceived as a vocational training tool, but it often also includes activities involving NGOs, local authorities, and community organisations, providing students with meaningful opportunities to apply their knowledge and contribute to society outside the classroom.

Top-level frameworks promote partnerships between schools, youth organisations, and civil society actors to deliver citizenship education and non-formal learning projects. These collaborations are supported by public funds from ministries, as well as through regional youth plans and EU-funded programmes (e.g. Erasmus+, the European Solidarity Corps).

In Italy, the Third sector plays a central role in promoting non-formal education initiatives which strengthen young people's social and civic competences. Associations, cooperatives, and NGOs are actively involved in designing and delivering projects focused on active citizenship, intercultural dialogue, volunteering, anti-discrimination, and democratic participation. These initiatives are frequently carried out in collaboration with schools, local authorities, and youth services, with public funding available through national, regional, and EU programmes.

Quality assurance/quality guidelines for non-formal learning

Currently there are no specific guides to ensure the quality of participation processes within non- formal learning.

Educator support

According to Law 107/2015, in-service training of teachers is mandatory, permanent and structural. Each educational institution defines the training activities in accordance with the three-year plan of the educational offer, with the results emerging from the improvement plans of the schools (provided by the regulation contained in Decree of the President of the Republic 80/2013), based on the priorities indicated in the national training plan.

There is no educational framework for youth workers, but there are a number of training initiatives implemented at a regional level with the support of the Third sector (Cf. 10).