Conference Program

In line with the European Recommendation on the validation of non-formal and informal learning (2012) and the latest Cedefop Guidelines (2023), Italian Decree No. 115/2024 pursues two closely interconnected objectives: strengthening the usability and portability of competences and expanding individuals’ learning opportunities. The Decree is embedded within the broader European policy framework on lifelong learning and skills development and reflects the strategic orientations of the European Skills Agenda (2020) and the Osnabrück Declaration (2020).

The regulatory framework focuses on three core pillars: the recognition of competences acquired outside formal education and training pathways; continuing vocational training as a driver of updating, employability, and social inclusion; and dual learning systems based on strengthened cooperation between education providers and enterprises. Central to this approach is the validation of competences acquired in formal, non-formal, and informal contexts, understood as a key mechanism for ensuring transparency, transferability, and coherence across individual learning trajectories.

Drawing on a holistic and integrated perspective, the Decree promotes new forms of institutional cooperation between regional vocational education and training systems and economic and social partners, with a particular emphasis on the role of Interprofessional Funds for Continuing Training and Bilateral Funds for Training and Income Support. It also introduces complementary services for competence recognition aimed at enhancing individuals’ existing skills, supporting personalized pathways through skills gap analysis, and improving competence-based programme design in close interaction with enterprises.

The Decree was presented at the European level during the Peer Learning Activity “Inclusion of qualifications from outside formal education and training in National Qualifications Frameworks” (Warsaw, April 2025). Contributions from Member States confirmed that, when supported by appropriate policy frameworks, lifelong learning can represent a crucial resource for active and informed citizenship. At the same time, participants highlighted persistent challenges at both national and European levels, including integration with qualification frameworks and quality assurance systems, balancing standardization and personalization, reducing territorial inequalities, strengthening links with active labour market policies, enhancing guidance and coaching services, raising awareness, monitoring outcomes, reducing administrative burdens, integrating micro-credentials, and ensuring data interoperability.

The article argues that the effectiveness of the Italian validation system ultimately depends on its capacity to operate as part of an integrated governance framework and to ensure inclusive access to recognition and learning opportunities. Particular attention must be paid to overcoming structural and institutional barriers that disproportionately affect vulnerable and disadvantaged groups. In this perspective, Decree No. 115/2024 represents a significant step towards a more inclusive, transparent, and sustainable lifelong learning system, while also highlighting the need for continued policy innovation and multilevel coordination.