Conference Program

According to the trend at the international level (OECD, 2013), the Italian National Evaluation System, established by Presidential Decree (DPR) No. 80/2013, aims to improve the quality of educational services and learning outcomes and evaluates the efficiency and effectiveness of the education and training system. Within the framework of the National Evaluation System, a gradual systematisation of the evaluation process developed for state and state-recognised schools at primary and secondary level, for provincial adult education centres, and for pre-schools (Freddano & Stringher, 2021; Freddano, 2025a, 2025b; Vinci, Freddano, Torti, 2026). Vocational Education and Training (VET) has also been interested by the introduction of a pilot self-evaluation report, marking this sector’s full integration into the education and training system.

In Italy VET represents a hybrid segment in which both regional and national dimensions coexist and it is based on specific quality assurance experiences and suggestions at national and international level (INAPP, 2025; Carlini & Evangelista, 2020; Dordit, 2018). Its dual nature, both national and regional, has influenced INVALSI to develop a specific self-evaluation report to ensure a uniform structure across all accredited training centres providing vocational education and training, while also recognising regional specificities (Freddano 2025b).

At the end of the experimentation implemented by INVALSI in the 2020/2021 training year, the Director/Coordinator of the 173 accredited training centres that participated at the experimentation, had been asked to provide feedback on the experimented self-evaluation report by filling in an online questionnaire. The aim was to have suggestions on the tools and procedures and to identify aspects of the self-evaluation process that had raised concerns and that could be revised ahead of the scale up of the self-evaluation report.

The paper has the aim to understand how well the self-evaluation experience of the training centres met initial expectations and what roles they assigned to the evaluation process through the evaluation report. In total 168 Directors and coordinators of the 173 participating training centres compiled the final questionnaire.

Descriptive and multivariate analyses were conducted on the collected data, focusing on three specific items exploring respondents’ opinions. In particular, the analysis examined: the general perception of self-evaluation within training providers, the level of satisfaction with the experience compared to initial expectations, and the opportunities provided by the process to develop greater awareness of internal dynamics.

The study explored organizational self-reflection, drivers for change, and the enhancement of training activities. The goal was to determine to what extent self-evaluation experience is perceived as a functional tool for organizational reflection and quality improvement.

The implementation of the Self-Evaluation Report at an experimental level marks a significant milestone for the VET sector. By joining the National Evaluation System while preserving its regional specificities, the VET sector strengthens its role within the national education system, with positive implications for the quality and expansion of training offer.