There are various kinds of focus to be faced by regional policies. We provide a framework of various measures found in the study of six regions involved in this comparative analysis. In the pages that follow we will centre our analysis on the following areas of intervention: • the achievement of adequate levels of competence • access to the labour market • professional growth in the workplace • re-entry in training • the transition to adulthood Our analysis and comparison is based on the study of the measures adopted by the six Regional Governments involved in our study. Regional measures are organised below according to the different lifecycle stages youth face in their personal and professional life. In our study, the measures are considered as policy-making units, through which regional policies are constructed and on which their effectiveness depends. We consider the measure as a policy implementation tool which usually de nes objectives, expected results, tasks and components (costs, bene ciaries, etc.), thereby facilitating an analytical approach to the effects and impacts of speci c measures or their combinations rather than of policies and systems which would be a much more complex and delicate analysis. This approach support institutional learning and transfer processes whose objectives can be ideas and measures themselves as they are put into pratice.

Youth policies and institutional learning among regions / Federighi, Paolo. - STAMPA. - (2015), pp. 161-179.

Youth policies and institutional learning among regions

FEDERIGHI, PAOLO
2015

Abstract

There are various kinds of focus to be faced by regional policies. We provide a framework of various measures found in the study of six regions involved in this comparative analysis. In the pages that follow we will centre our analysis on the following areas of intervention: • the achievement of adequate levels of competence • access to the labour market • professional growth in the workplace • re-entry in training • the transition to adulthood Our analysis and comparison is based on the study of the measures adopted by the six Regional Governments involved in our study. Regional measures are organised below according to the different lifecycle stages youth face in their personal and professional life. In our study, the measures are considered as policy-making units, through which regional policies are constructed and on which their effectiveness depends. We consider the measure as a policy implementation tool which usually de nes objectives, expected results, tasks and components (costs, bene ciaries, etc.), thereby facilitating an analytical approach to the effects and impacts of speci c measures or their combinations rather than of policies and systems which would be a much more complex and delicate analysis. This approach support institutional learning and transfer processes whose objectives can be ideas and measures themselves as they are put into pratice.
2015
9783834014603
Bildung im Raum
161
179
Federighi, Paolo
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Utilizza questo identificatore per citare o creare un link a questa risorsa: https://hdl.handle.net/2158/1013359
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