1. The research leading to these results has received funding from the European Union Seventh Framework Programme (FP7/ ) under grant agreement n°

2. Work Package 4: Tasks 1 & 2 POLICY TRANSFER AND COMPARATIVE FRAMEWORKS
Research project
Work Package 4:
POLICY TRANSFER AND COMPARATIVE FRAMEWORKS
Tasks 1 & 2
Presentation
Kick-off Meeting, Brighton 31 March – 2 April 2014
This project is funded by the European Union under the 7th Framework Programme for Research – Contract No

3. Barriers to and triggers of policy innovation and knowledge transfer
Task 1 [Months: 1-18]
Barriers to and triggers of policy innovation and knowledge transfer
(PM: DUTH 3, UNIOVI 1.5, CBS 1.5, UVT 1.5, IES 1.5, CEPS 1.5, SGI 1.5, KU1, CCIG 1.5)
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4. The specific focus will be to:
Objectives
To examine institutional aspects and social learning processes influencing exposure to new information, knowledge management and policy change.
The specific focus will be to:
(a) Comparatively map interactions, institutions and processes of information and evidence distribution (within and between countries) that contribute or constrain policy learning and innovation.
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5. (b) Assess national/sub-national capacity building (and infrastructures) for innovation in youth employment and training policy learning and knowledge management by major stakeholders (employment agencies, trade unions, employers associations, local authorities, consultancies, social economy organisations, MNCs and SMEs networks).
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6. (c) Examine how and to what extent supra-national (EU, ILO, OECD) initiatives, coordination practices and evidence from international knowledge banks (i.e. PISA, IEA etc.) provide innovation drivers in building effective and resilient bridges to the labour market, with particular emphasis on the NEET problem and gender issues.
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7. (PM: DUTH 6, UNIOVI 3, CBS 3, UVT 3, IES 3, CEPS 3, SGI 3, KU3)
Task 2 [Months: 16-24]
Policy learning and innovation processes drawing on EU and national policy frameworks on youth (policy communities, policy transfer networks and other settings)
(PM: DUTH 6, UNIOVI 3, CBS 3, UVT 3, IES 3, CEPS 3, SGI 3, KU3)
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8. Objectives (a) To comparatively examine the interface between education, vocational training and the world of work (the so-called “triple helix”), and come up with suggestions on how to enhance this interface
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9. (b) Focus on how to promote the openness and relevance of education and training by building flexible qualifications frameworks.
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10. (c) Develop a holistic approach that combines education, training and employment with guidance, counselling and additional support to various categories of disadvantaged young job seekers (e.g. for accommodation, health, childcare, adapted workplaces, language competency etc.).
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11. A sample of relevant policy innovations along these action lines, supported by cross-national comparable evidence, will be selected, and learning and transfer processes in the two groups of countries will be investigated (Belgium, Greece, Spain, Slovakia and Turkey - Netherlands, Denmark and UK)
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12. This requires examining:
Key successes and failures of (more or less) path dependent versus experimental policy learning, and models of transfer.
Strategic actors facilitating transfer and/or acting in a brokerage role.
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13. Tensions and complementarities in respect to the production and exchange of practice-based and theoretical knowledge on vocational training, and the demand for skills.
And, outreach strategies to the most disadvantaged groups, combining supportive learning environments with individually tailored help and guidance systems.
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14. Task 3: The task that will integrate findings across all the WPs with an emphasis on dimensions of vulnerability (the consequences of ethnicity, class differences and gender mainstreaming)
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15. Task 4: Development of an inventory/Database & Policy recommendations with integrative report
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