English, , 112kb
This note, taken from Chapter 3 of Economic Policy Reforms: Going for Growth 2009, contains information about the progress in implementing reforms in line with the 2008 priorities for Italy.
English, , 240kb
Agri-environmental indicators for Italy and data on the environmental performance of Italian agriculture. Extract from the publication Environmental Performance of Agriculture in OECD Countries since 1990 (2008).
Italian, , 373kb
Prestazione ambientale dell’agricoltura nell’oecd dal 1990: Italia : sezione nazionale
English, , 495kb
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.
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.
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.
English, , 233kb
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.
English, , 732kb
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.