Conference Program

The growing complexity of production systems—driven by digitalisation, automation, and the green transition—requires vocational education and training (VET) systems to strengthen both their responsiveness to emerging skill demands and their mechanisms for quality assurance. In this context, Higher Technical Education and Training (IFTS) provides a particularly valuable lens through which to examine the relationship between programme design, competence assessment, and school-to-work transitions.

IFTS programmes are post-secondary pathways aimed at developing advanced technical and vocational competences. Their primary objective is to facilitate young people’s entry into the labour market and to reduce mismatches between the supply of and demand for skilled labour. This contribution explores the broader technical and vocational education pathway and analyses quantitative evidence drawn from annual monitoring[1] activities and recurring surveys[2] on graduate employment outcomes conducted by the Institute. This combined qualitative and quantitative framework makes it possible to identify key factors influencing overall system quality.

A first dimension concerns multi-level governance, involving Regions, training providers, schools, universities, and enterprises. Collaboration among these stakeholders supports the design of programmes that are better aligned with local labour market needs. A second key factor is the competence-based design of curricula in response to evolving industrial sectors and value chains. Programmes are structured around occupational profiles and expected learning outcomes, with particular attention to both technical and transversal competences.

A central feature of IFTS is the integration of classroom-based instruction with structured work-based learning experiences, such as internships or traineeships. Workplace learning enables students to apply acquired knowledge in real-world settings and often represents a gateway to employment. Evidence indicates positive employment outcomes two years after programme completion, including a substantial share of open-ended contracts. High completion rates are also observed, attributable both to careful initial selection procedures and to the strong motivation of participating students.

System quality is further reinforced by the adoption of competence certification models aligned with national and European qualifications frameworks, ensuring transparency and the recognition of credentials. Additional strengths include stable and targeted public investment, as well as the use of innovative pedagogical approaches, particularly laboratory-based activities and problem-based learning methodologies.

Nevertheless, several challenges persist. Chief among these is the regional fragmentation of provision, as decentralised planning may generate disparities in access and quality across different areas of the country. Moreover, the IFTS pathway remains relatively under-recognised among students and families, limiting its attractiveness. In some contexts, it continues to be perceived as secondary to university education. Career guidance services do not always adequately promote technical and vocational opportunities, and coordination with ITS Academy, IeFP pathways, and universities is not consistently structured. Finally, the updating of occupational profiles does not always occur on a regular basis.

Overall, professionally oriented pathways represent a flexible and effective instrument for addressing ongoing economic and technological transformations. Strengthening their role entails investing in training quality, youth employability, and the competitive development of local economies.

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