The announcement follows a series of consultations with stakeholders across the education sector, including Co.As.It. Melbourne, which has long worked alongside schools to promote Italian language and culture.

“We’ve been trying for years to push the Victorian Institute of Teaching (VIT) to be more flexible,” explained Michela Pellizon, Head of the Didactic–Linguistic Area at Co.As.It. Melbourne.

“The main problem has always been the rigidity with which overseas qualifications—especially Italian ones—were assessed.

“The VIT analysed every case individually, making it impossible to know in advance whether a degree or training pathway would be recognised.”

Complicating matters was the lack of certified teaching placements—a compulsory requirement in Australia—which had become an almost insurmountable barrier for many qualified Italian candidates.

“Even teachers with years of experience were forced into lengthy and expensive academic pathways once in Australia,” Pellizon revealed.

“One language assistant who had taught in Italy for 12 years had to enrol in a Master of Teaching because her experience wasn’t recognised.”

Co.As.It. persisted, however, in pointing out to Australian authorities that Italy’s teacher–training system has been fundamentally reformed in recent years.

Today, aspiring secondary teachers must complete a 60-credit postgraduate qualification that includes supervised teaching practice.

“We can finally say that Italian training is aligned with VIT standards,” Pellizon noted.

“Primary education degrees, for example, already include compulsory placements, and in several cases we’ve managed to have these qualifications recognised here.”

One of the most significant changes in the reform is the possibility of having Italian degrees assessed before arriving in Australia. The VIT will now allow candidates to submit their documentation—for a fee—and receive confirmation in advance about whether their qualifications will be accepted.

“This is a crucial step,” Pellizon said. “In the past, many teachers moved here without knowing if their degree would count, risking major difficulties once they arrived.

“Now, they can make an informed decision before undertaking such a big move.”

Another important change concerns the Permission to Teach. Until now, it was granted only to candidates formally enrolled in a Master of Teaching.

From now on, it may also be issued to applicants who meet most of the requirements but still have minor gaps to fill—such as lacking an English exam or a few placement hours.

“It’s a very pragmatic solution,” Pellizon commented. “It lets schools hire people who are almost ready, while giving them time to complete what’s missing.

“For example, those who studied in Italy before placements became compulsory can now make up the requirement through arrangements with Australian universities, without needing to enrol in a master’s program.”

This new openness at the VIT is the result of years of dialogue. Pellizon noted that the institute has recently shown a willingness to listen and is even considering Co.As.It. for a pilot program on recognising Italian-teacher qualifications.

The next step is to streamline the necessary bridging requirements, reducing cost and time commitments for candidates—although questions remain around work visas and pathways to permanent residency.

Co.As.It., which this year marks 30 years of its language assistant program, has played a central role throughout this process.

“We’ve always believed you can’t build a strong language program without properly trained teachers,” Pellizon concluded.

“This reform could finally allow many Italian professionals to enter Australian schools, giving new momentum to the teaching of Italian.”

She added that the first tangible results are expected from 2026.