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The design of a flexible school for early childhood eduction in Milan, Italy, takes into account children’s development and the different ways they experience space according to their age.
OECD governments could boost economic growth and help create jobs if local agencies and authorities had more power and autonomy to adjust employment and training programmes to meet local needs, concluded OECD employment ministers attending a high level conference in Venice, Italy.
Should central government leave regional development to local policy makers? Employment ministers from OECD countries, including Finland, Italy, Turkey, the United Kingdom and the United States, addressed such questions at a conference in Venice, Italy, from 17-19 April 2008.
This book identifies how international events work as a trigger for local development and what hosting cities and nations can do to ensure that positive local development is realised.
Italy has launched itself in the federalist direction by decentralising spending, regulatory and tax powers in the late 1990s and reinforcing growing lower level responsibilities with a constitutional reform in 2001, as discussed in this working paper.
This report analyses multi-level governance in Italy and the capacity of regions to produce high quality regulation, an important theme to achieve overall regulatory coherence.
Despite concern about the negative impacts of globalisation on the economies of OECD regions, "Globalisation and Regional Economies" presents evidence that region-specific advantages remain a significant source of productivity gain for firms.
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This note contrasts key findings for Italy with global trends among OECD countries, under the headings: quantity and quality challenges, equity challenges, and resource and efficiency challenges.
An ageing population creates immediate pressures for changes in both service delivery and in human resources management in government. This report reviews strategies to address these pressing issues and provides a snapshot of ageing policies and actions in nine OECD countries.
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The purpose of this activity is to provide policymakers with options for developing systems to recognise non-formal and informal learning; to effectively implement the agenda; and determine under what conditions recognition of non-formal and informal learning can be beneficial for all.