The theme of this study can be justified by the importance that European Union gives in promoting the culture of Entrepreneurship among young people, so that they can deal with more awareness and attitude to future educational and career choices. Set this as a premise, this research aims to give an answer to this question: is the Italian university system really meeting the European expectations in terms of developing sense of initiative and entrepreneurship among Italian university students. This article focuses on describing and analyzing the perception that Italian university students have about entrepreneurship in Higher Education. A quantitative research method was used (a questionnaire structured and applied to a sample of 1918 university students). The most significant results are: 71% of the students do not work; 7% are entrepreneurs and out of 71% students who do not work, 39% never had a work experience. However, most of the respondents show interest to start a business and this perception decreases over the years. Moreover, 58.4% do not believe that the university can help a student find a job and 57.6% believe that the university can help an entrepreneur, but only 12.8% actually. A Supranational Policy of Education indicates that Higher Education should develop competencies in students, especially those ones that are considered as key competencies for a student such as initiative, Sense of initiative and entrepreneurship, but how effective these indications are in reality if, as percentages show, only a few students opt for an entrepreneurial career.

No abstract

No abstract

No abstract

RESUMO:Este trabalho tem como foco a importância da Educação Permanente através da certificação das aprendizagens não-formais e informais; é uma pesquisa italiana, sobre as práticas italianas e brasileiras, com base nas diretrizes da União Europeia para a aprendizagem permanente, na descrição de iniciativas ou programas que certificam as aprendizagens que o indivíduo pode adquirir no arco da vida. Da mesma forma foi feita a descrição do contexto brasileiro para enfatizar a implementação de ações para o desenvolvimento do indivíduo e da sociedade através da valorização das aprendizagens. Conclui-se este estudo com algumas questões e alguns desafios identificados, mas também com algumas boas práticas para possíveis avanços. PALAVRAS-CHAVE:Aprendizagem ao longo da vida. Educação Permanente. Validação das aprendizagens informais e não-formais. Educação de adultos. ABSTRACT:This work is focused on the importance of Lifelong learning through the certification of non-formal and informal learning; it is about an Italian research on the Italian and Brazilian practices, based on the guidelines European Union for long life learning, in the description of initiatives or programs that certify learning that the individual is able to acquire throughout life. Similarly, a description of the Brazilian context to emphasize the implementation of actions for the development of people and society through the enhancement of learning. This study ends with some identified challenges and unanswered questions but it also provides some good practices for possible advances.