Public Research Institutions (EPRs) play a strategic role within public administration, especially in the field of training. Their core mission involves generating scientific knowledge, fostering technological innovation, and disseminating research outcomes across the socio-economic landscape. Achieving these goals requires highly qualified personnel with advanced, specialized skills. EPRs employ human capital with educational levels significantly above the public sector average. Many researchers and technologists hold PhDs or postgraduate qualifications, often complemented by international academic and professional experiences. Due to the evolving nature of research, continuous training in methodologies, tools, technologies, and scientific literature is essential. Thus, training is not a peripheral activity but a structural part of daily work. Researchers are frequently involved in complex, multidisciplinary, and international projects that demand soft skills such as project management, scientific communication, teamwork, and adaptability. Given their expertise and infrastructure, EPRs can serve as training hubs for other public administrations, promoting scientific culture and innovation. This study aims to analyze statistical data on training investments by EPRs from 2001 to 2022. It focuses on three main objectives: quantifying financial resources allocated to training, identifying the number of employees involved, and measuring the total hours of training delivered. The findings will support a systemic approach to training, aligned with the recent Zangrillo directive. This directive emphasizes the role of EPRs as territorial training centers and highlights their potential to drive innovation throughout the public sector.