With note AOODGPER prot. 45575 of 22.12.2022, to this attachment, the Ministry of Education and Merit has provided information on the training of teachers in service for the academic year 2022/2023.

Also for this school year, the training governance system is confirmed, which provides for the allocation of financial resources to the hub schools. The activation of training actions designed and organized by the single school institutions and the activation of further system training actions, defined at national level, implemented by the pole schools for training, at the territorial level, are envisaged. The share due to the individual network school will, as usual, be assigned by the Polo Schools for training directly to each school, to meet the training needs autonomously resolved by the schools.
The training activities related to the academic year 2022/2023 must be completed by 31 August 2023 and reported by the peremptory deadline of 15 October 2023.

To meet the training needs autonomously decided by the schools, a quota equal to 60% of the available financial resources is assigned, which the training center schools, in turn, will attribute to each school in their area.

The single scholastic institutions, on the basis of the funds assigned directly by the hub schools, will adopt an institute training plan in line with the objectives of the PTOF and with the didactic, educational and development research processes, in harmony with the priorities and strategies outlined in the National Training Plan. Individual needs should also be considered.

The school training plan includes the activities approved by the Academic Board pursuant to art. 66 of the CCNL 2006-2009. Schools will be able to plan the initiatives individually or in networks of purpose, also favoring collaboration with universities, research institutes, and with qualified professional associations and accredited bodies pursuant to Directive n.170/2016.

In order to ensure the dissemination of new training methodologies, the Institute’s Training Plan may also include self-training initiatives, peer training, research and educational innovation, action research, laboratory activities, in-depth study groups and improvement.

In the Plan, however, it will be necessary to specify the characteristics of the training activities, in the various forms that these may take, defining the relative documentation and certification procedures. Furthermore, the single educational institutions and the training hub schools will have to enter the training activities planned and implemented on the SOFIA platform ( to allow effective monitoring action.

At the conclusion of the training activities, they will also have to carry out the related reporting operations on the initiatives carried out in the manner that will subsequently be communicated by the competent Directorate General of the Ministry of Education and Merit.

As far as individual educational institutions are concerned, all the training initiatives that respond to the needs identified during the self-assessment processes, improvement plans and social reporting can be planned and implemented.

A large repertoire of topics and possible areas of reflection is reported, contained in the outcome of the discussion attached to the CCNI on training of 11.18.2019, which can be the subject of training interventions:
• safety in the workplace, also in relation to the training obligations established by current legislation;
• improvement of learning and contrast to educational failure;
• inclusion of students with Bes, DSA and disabilities;
• system reforms and curricular innovations;
• regulatory obligations for the public administration (eg transparency, privacy, etc.);
• didactic and methodological disciplinary skills in the linguistic and human sciences area; in the area mathematics and science and technology; in foreign languages; in the field of the arts; in the subject area address in technical and professional institutes; in the digital area;
• citizenship skills;
• intercultural dimension;
• culture of sustainability;
• orientation in the choices also with reference to the aspects inherent to continuity (primary school – primary; primary school – lower secondary school; first cycle – second cycle);
• skills related to the teaching of civic education;
• inclusive teaching for students with Bes, DSA and disabilities;
• preparation of the vertical curriculum;
• innovative and skills-based teaching;
• organizational, didactic, research and innovation dimensions of school autonomy;
• aspects of student and system assessment;
• innovations in kindergarten, as part of the integrated “zerosei” system;
• paths for transversal skills and guidance (PCTO);
• adult education;
• accompanying measures in the new professional institutes.