Why Italian Universities Lack Standardized Exams and External Marking: A Comparative Study

The comparative analysis of educational systems between Italy and the United Kingdom (UK) reveals a significant discrepancy in the standardization of exams and the external marking process. While the UK has a less standardized approach, with a few exceptions, Italian universities continue to face challenges in implementing such reforms. This article explores the history, challenges, and cultural factors that contribute to this situation.

Historical Context and Current Practices in the UK

In the UK, standardization and external marking of exams were primarily associated with the era of polytechnics from the 1960s to around 1993. During this period, the Council for National Academic Awards (CNAA) played a crucial role in setting and marking exams, providing a structured and regulated framework for university education. However, even today, the UK does not predominantly rely on externally set and marked exams, with the exception of a few specific programs such as GCSE/GCE/A-level and vocational certifications like BTEC/SCOTEC.

These vocational certifications are often associated with employment-focused qualifications and are typically managed by dedicated exam boards, which, although independent, are often contracted or employed by educational institutions. This arrangement intentionally blurs the line between internal and external evaluation, maintaining a degree of consistency and quality assurance within the system.

Historical Context and Current Practices in Italian Universities

In contrast, the historical framework of Italian universities presents a more fragmented and traditional approach to examinations. Traditionally, Italy, particularly before the Bologna educational reforms of the 1990s, had a more localized and less standardized system. This system has three main types of degrees:

Licenza (first cycle): A bachelor's degree that was more flexible and less standardized. Licence (second cycle): A senior bachelor’s degree that was also less standardized but often more tailored to specific professions. Laurea magistrale (single-cycle): Professional degrees such as medicine and law that were more standardized.

After the Bologna reforms, and especially since the early 2000s, the Italian system began to move towards greater standardization, striving to align with European educational standards. However, despite these efforts, many universities continue to maintain their traditional practices of internal examination and assessment.

Challenges and Cultural Factors

The reluctance of Italian universities to adopt standardized and externally marked exams can be attributed to several factors:

Knowledge and Manpower: Historically, Italian universities have struggled with the availability and expertise of qualified professionals to manage external examination processes. The lack of professionally qualified examiners has been a significant barrier to implementing these systems. Institutional Rivalries: There is a long-standing history of institutional rivalries and territorial disputes among Italian universities. These rivalries often extend to academic and administrative matters, including the setting and marking of exams. The cultural and historical context of Italy, characterized by regionalism and historical feuds, can exacerbate these tensions.

It is important to highlight that these rivalries are not unique to Italy. Other countries, such as the UK and the United States, also face similar challenges. However, in Italy, these issues have been more pronounced and persistent.

Insights from Personal Experiences

One professor, reflecting on his experience, humorously noted the dynamics within Italian academia:

“I am not going to help Venice [Università Ca' Foscari Venezia]. They’re Venetians and they stink. Their whores won’t sleep with me.”

This quote encapsulates the complexity of university relationships and the underlying cultural assumptions that can influence academic policies and practices. The professor's comments reflect a broader cultural skepticism and distrust, which can hinder the adoption of standardized and externally marked exams.

Conclusion

The disparity in the approaches to standardized and externally marked exams between the UK and Italy highlights the unique challenges and cultural factors at play. While the UK has made some strides in recent years to increase standardization, Italy continues to grapple with historical traditions, regional rivalries, and the availability of qualified personnel. Understanding these factors is crucial for educators and policymakers seeking to improve the educational system in both countries.