The primary purpose of this study lies in the evaluation of what students acquire from studies abroad in the context of credit mobility, in terms of competence development and personal growth, compared with that gained by students completing their study or internship in their home country. A pre-post test design, with both an experimental group and a control group, was employed for students participating in the Erasmus programme and those continuing their regular course of study at their home university. The findings obtained suggest that study abroad programmes have a positive impact on the perception of university students. The highest values among Erasmus students in terms of outcomes were attributed to cultural enhancement, personal development and foreign language proficiency. Study abroad has, furthermore, a Europeanising impact inasmuch as it affects the self-identity of students.

Purpose: The article describes an evaluation study to test the effectiveness of “Storie in gioco” project (Stories in Play, Storie in gioco [SIG]), a dropout prevention intervention aimed to prevent early school leaving (ESL) in at risk students. Method: The research used a mixed-method approach: in the quantitative phase, a two-group pre-/post evaluation design involving 230 students was used to estimate SIG outcomes; in the qualitative step, stakeholders’ focus group discussions and interviews have been used to interpret results. Results: Even if SIG appears to impact scholastic self-esteem and peer relationships, no effect was found when a comparison group matched for baseline measures was used. Based on qualitative data, the article identifies mechanisms influencing SIG outcomes and provides key insights into improving it. Conclusions: The authors emphasize the priority to develop programs to reduce intergenerational transmission of educational poverty and express methodological and theoretical considerations regarding SIG effectiveness and ESL prevention interventions.

This article, inspired by the epistemology of critical realism and its approach to assessing social and institutional change, elaborates on the impact of past welfare reform agendas in Europe, taking Italy and Germany as examples. Reading welfare state change through the lens of the concept of empowerment, it argues that such agendas should be studied by considering the nexus of different (coinciding) policies, the transformation of organisational settlements, and the reforms’ fit with encultured social expectations. Illustrating how a reform agenda containing a potential to enhance self-determination in the area of work and family life may simultaneously contribute to disempowerment, the article shows how a multidimensional ‘proto-evaluative’ endeavour may help develop a more holistic understanding of past welfare state change up to the outbreak of the Corona19 pandemic.

The objective of the study is that of a planning document analysis of social and health-care policies developed by Italian regional governments during the period from 2007-2010, in order to identify a context analysis, objectives, actions relating to children and to verify the presence of an orientation to child’s rights.The document analysis concerning regional programmes for children was conducted employing a programme theory approach. This approach is used in order to compare programmes that, while very different in breadth and general scope, are nevertheless intervention plans for children, with the purpose of identifying the presence of common models and classifying any resulting differences.