Italy Country Policy Analysis

In Italy there are no national documents that expressly integrate Global Citizenship Education (GCE) in the primary school curricula, therefore the Italian key policy documents analysed are partially, but not completely related to Global Citizenship Education. We have identified four normative and six recommendatory documents that have contributed to creating the conditions to embed Global Citizenship Education in the curriculum (Guidelines for National Curriculum, 2012, Law 125/2014, Law 107/2015, Nota Prot. n. 30549 del 21/9/2015, Call for proposal for Development education activities 2015)22 or that are about the themes related to Global Citizenship Education and allow describing the conceptual framework in which GCE is placed (Guidelines for the inclusion of foreign students, 2014, Guidelines about environmental education and Development Education, 2009, Charter of Values about Global Citizenship Education, 2010 Integration of Foreign Students and Interculture in the Italian School, 2007, Integration of Foreign Students in the Italian School, 2015). The only document completely dedicated to Global Citizenship Education is Charter of principles of Global Citizenship Education, it is recommendatory and written not by a national authority, but by the GCE Italian Platform of AOI (Association of Italian Organisations of Cooperation and International Solidarity). This document is important as it also provides a definition of Global Citizenship Education in Italy, which is shared among a large group of Italian NGOs. The key policy documents are three normative documents (Guidelines for National Curriculum, 2012, Law 107/2015, Law 125/2014) and three recommendatory (Guidelines for the inclusion and integration of foreign students, 2014, Guidelines for Environmental Education and Sustainable Development, 2009 and Charter of principles of Global Citizenship Education, 2010). In the next paragraph, we will briefly summarize the main contents of the most important policy documents starting from the most important in terms of impact on the teachers’ practices.