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Context: Even after the establishment of the Italian dual system, the opinion and level of knowledge of the population about the Italian VET system (in particular, the parents of the lower secondary school students) do not seem to correspond to the increase in awareness by the Italian Government and Regions. Methods: The study is conducted by mixing qualitative and quantitative methodologies. In the first exploratory part of the research, the opinions of students' parents and teachers were collected through an online survey (91 participants), while the second part (still in progress) in-volves the administration of semi-structured interviews to teachers belonging to the student guidance networks. Results: The results analysed so far show that most of the survey respondents do not know the characteristics of the VET programs and the possibilities available for the students. In particular, 75% of the sample is unaware of the existence of a fourth year, or approximately 60% are unaware of the existence of the dual system and of the possibility of undertaking an apprenticeship. Considering that 40% of the surveyed people deal with guidance in schools, it is possible to assert that the situation is worrying. Several proposals for action have been identified for the promotion of the VET system in Italy. Conclusions: The study confirms the dichotomous form of the visibility of the Italian VET system. On the one hand, the strengths and potentials of the training offer and learning con-texts are valued, on the other hand, a widespread misunderstanding of the VET system, including by key people in guidance systems, emerges. As already mentioned, in the next stages of the research project we intend to identify specifically what are the possible actions to unhinge this situation.

Competence-based education (CBE) has become a world-wide leading principle for curriculum development. Looking from European policy level perspective, despite conceptual criticism, the notion of competencies and learning outcomes in EU policy documents has safeguarded CBE positions for upcoming years. This paper aims to explore how the practices of vocational teachers and trainers change due to introduction of competence-based qualifications and learning outcomes-based curricula. It does so by discussing how current international developments in VET curriculum reform are represented in Italian and Lithuanian contexts, summarises the fresh perspectives towards CBE and discusses implications of CBE for every-day vocational teachers' and trainers' practices.

ITB Forschungsberichte Nr. 69 ; Current changes in vocational education and training, such as responding to the technological and organizational development (the advent of the 4th industrial revolution), internationalization, integration of VET in lifelong learning processes, create the need for better development of the teaching competence of VET teachers. There are different practices and experiences of VET teachers training in the EU countries, which creates the space for effective policy learning in this field. Comparability of the teaching competence of the VET teachers is important from the point of view of internationalization of initial VET and international mobility of VET students and teachers in implementing ECTS measures in teacher education. However, there is still a lack of modern practical instruments in monitoring, assessment, guidance and comparability of the teaching competence of VET teachers and trainers. The goal of this comparative study is to disclose the common and diverging trends in the development of teaching competences of VET teachers and trainers in Germany, Italy and Lithuania. Having in mind the complexity of this task and its relevance for the VET systems in many countries, as well as the variety of the policies, approaches and practices of development and assessment of teaching competence of VET teachers in the EU countries, this undertaking requires strong international partnership. This research report points out the findings of a comparative analysis in chosen EU countries (Germany, Lithuania, Italy), about the main similarities and differences regarding the training (and hence competence development) of VET teachers and trainers, and which regulatory frameworks, public bodies and other stakeholders take a leading role in this procedures in the above-indicated countries.

Fifty years after the conference in which Law and Religion Scholars held a dialogue with Constitutional Scholars in Siena, central issues of that discussion are recalled, and those of a future debate are envisaged, with the hope that both disciplines might benefit from it