In Italy, the acquisition of the Italian language is considered a fundamental step to guarantee access to the territory for a period of more than one year and the beginning of the integration process. The teaching of the Italian language is entrusted to two channels: from the government side, it is provided by the Provincial Centres for Adult Education (CPIA); these courses are supported by additional hours within the SPRAR system and in some CAS centres, for refugees who are part of an integrated reception project. The Provincial Centres for Adult Education (CPIA) are a type of autonomous teaching institution, with a specific didactic and organizational structure, divided into territorial service networks, usually on a provincial basis. They provide training for adults and young adults, of any gender or nationality, who have not completed compulsory education or have not obtained a final qualification of any level. The Italian language courses within the SPRAR system are autonomously managed, responding to the needs of the migrants, by increasing the number of hours provided and ensuring continuity of learning during the summer period. With regard to CAS centres, where possible, specific local projects are envisaged but not on a national basis, as with the SPRAR system. The SPRAR and CAS network may implement protocols of intent with a CPIA for the enforcement of the education rights of refugees. These organizations contribute to refugees’ enrolment in the school system, and the accompaniment of migrants in obtaining a diploma or university registration. The governance of the system is sufficiently integrated between the State, local and third sector levels. The GLIMER team, however, noted the need for more resources (economic, but especially human capital) to strengthen language learning. The training of teaching staff takes place at a national level but the educational approaches are deepened through practice and experience. In recent years, the adoption of methods of self-certification of qualifications by migrants and the simplification of the processes of electronic recognition of diplomas has made it easier to continue the study programmes. There is an ageing recruitment mechanism for teaching staff in the CPIA, which does not consider the large numbers of students and the high level of school drop-out during the learning period, but there is a requirement to include additional teacher support staff (e.g. mediators) to facilitate learning pathways.

DOI: 10.5281/zenodo.5082298