Italy

Adult learning in Italy is a broad and diversified field, shaped by the coexistence of formal, non-formal and informal learning opportunities. It involves public institutions, schools, Provincial Centres for Adult Education, universities, local authorities, third-sector organisations, associations, libraries, training providers, social enterprises and community-based networks. This plurality reflects the social and cultural richness of the Italian landscape, but also contributes to a system that can be fragmented and uneven across territories.

A central institutional role is played by the CPIAs, the Centri Provinciali per l’Istruzione degli Adulti, or Provincial Centres for Adult Education. They provide formal learning pathways for adults and young adults who need to acquire basic skills, complete compulsory education, obtain qualifications or re-enter education after interrupted schooling. CPIAs are also particularly important for migrant adults, offering Italian language courses, civic education and pathways that support social participation and integration.

The organisation of adult education was redefined by Presidential Decree No. 263/2012, which established a regulatory framework for CPIAs and reorganised adult education pathways, including second-level courses usually delivered by upper-secondary schools. This reform strengthened the institutional recognition of adult education, although the sector still relies on local coordination, territorial networks and the capacity to respond to diverse needs.

Adult learning in Italy covers literacy, numeracy, Italian as a second language, second-chance education, vocational upskilling, digital competences, civic and intercultural education, cultural participation and active citizenship. Beyond the formal system, many opportunities are offered by municipalities, cultural institutions, popular universities, libraries, voluntary organisations, associations and local projects. These initiatives often respond directly to community needs and are especially relevant for older learners, migrants, unemployed people, low-qualified adults and individuals at risk of social exclusion.

One of the main strengths of adult learning in Italy is its proximity to people’s lives and local communities. At the same time, provision may vary from one region to another, coordination between actors is not always stable, and many organisations have limited resources. Participation in adult learning therefore remains critical, particularly for those facing work, family, linguistic, economic or personal barriers.

Adult learning in Italy should therefore be understood not as a single institutional sector, but as a complex ecosystem. Its development depends on the capacity to connect education, employment, social inclusion, migration, culture and citizenship policies. Strengthening adult learning means investing not only in skills, but also in participation, autonomy, social cohesion and democratic life.