Connecting People with Jobs Strengthening Active Labour Market Policies in Italy

Description

This report on Italy is the fifth country study published in a series of reports looking into how policies connect people with jobs. It discusses how active labour market policies in Italy are performing both on the national and the regional level, focussing particularly on the reform process in the system of public employment services initiated by the Jobs Act. Foreword Acknowledgements Acronyms and abbreviations Executive summary Assessment and Recommendations Chapter 1. The context: Why is adult learning important in Italy? 1.1. Adults’ skills 1.2. Risk of automation 1.3. Population ageing 1.4. Participation to adult learning References Chapter 2. An overview of Training Funds 2.1. Brief history of Training Funds in Italy 2.2. How do Training Funds work? 2.3. Recent developments 2.3.1. Resources available to Training Funds 2.3.2. The Law on State Aids and Public Procurement Legislation 2.3.3. ANPAL guidelines Notes References Chapter 3. Increasing training participation and inclusiveness 3.1. Encouraging SMEs to use Training Funds 3.1.1. SMEs are less likely to provide training to their workers 3.1.2. SMEs less often receive financial support for training 3.1.3. Further reducing the cost of training for SMEs 3.1.4. Fostering a learning culture among SMEs through entrepreneurs’ training 3.1.5. Raising awareness about financial opportunities available through Training Funds 3.1.6. Reducing administrative procedures and red tape 3.2. Encouraging vulnerable workers to participate in training 3.2.1. Vulnerable groups typically remain excluded from training opportunities 3.2.2. There are several barriers to training participation 3.2.3. What is the role of Training Funds in ensuring that the most vulnerable are trained? 3.2.4. Using individual training plans more broadly 3.2.5. Adopting more flexible training delivery methods Notes References Chapter 4. Aligning training to the skills needed in the labour market 4.1. Channelling training towards skills most in shortage 4.2. Strengthening the involvement of social partners 4.3. Making use of existing skills assessment and anticipation (SAA) exercises to establish training priorities 4.4. Assisting firms and workers to better understand their skills and training needs 4.5. Reacting quickly to firms’ changing skill needs 4.6. Equipping workers with ICT skills needed for the digital transformation 4.7. Shifting the focus away from compulsory training, such as occupational health and safety Notes References Chapter 5. Ensuring that training is of good quality 5.1. Quality assurance mechanisms 5.1.1. Accreditation of training providers 5.1.2. Funding allocation procedures 5.1.3. Monitoring of training providers 5.2. Strengthening the skills certification system 5.3. Fostering a healthy competitive environment among Training Funds 5.4. Strengthening information systems 5.5. Evaluating the impact of training on firms and workers’ performance Notes References Chapter 6. Enhancing coordination among different actors 6.1. Improving coordination between Training Funds and other actors involved in adult learning 6.2. Expanding Training Funds’ responsibilities towards the unemployed Notes References Annex A. ANPAL Guidelines Annex B. Crosswalk between the Nexus and the OECD Skills for Jobs databases