Browse by: "2024"

This paper provides evidence on the impact of international migrants on regional innovation. The study combines administrative individual-level data covering all Australian residents with data on intellectual property rights applications such as patents, trademarks, and design rights. The analysis uses a standard shift-share instrument based on past migrant settlements to identify the causal effects of migration on innovation. Its four main findings are the following: First, on average, a one percentage point increase in the regional employment share of higher-educated migrants relative to total employment leads to a 4.8% rise in regional patent applications in the medium run (five years). Second, while migrants of all skill and education levels have a positive impact on patenting, those in scientific occupations have the largest effect. Third, regions with lower levels of patenting benefit relatively more from increases in migration compared to those with higher patenting levels. Fourth, there is no effect of migration on trademarks or design rights applications.

The paper assesses the impact of the global minimum tax (GMT) on the taxation of multinational enterprises (MNEs), based on a comprehensive dataset capturing the global activities of large MNEs. It has four key findings. First, the GMT substantially reduces the incentives to shift profits. Second, the GMT is estimated to very substantially reduce low-taxed profit worldwide through lower profit shifting and top-up taxation. Third, the GMT is estimated to increase CIT revenues. Finally, the GMT is estimated to reduce tax rate differentials across jurisdictions with potential impacts on the allocation of investment and MNE activity.

This policy perspective examines Indonesia’s Merdeka Belajar (“Emancipated Learning”) initiative, a comprehensive education reform agenda initiated in 2019. The primary objective of this reform is to enhance learning outcomes, make schooling a more joyful experience, and empower students and school communities. The new "Emancipation Curriculum" emphasises foundational competencies and 21st-century skills and adopts holistic, formative assessment methods. It streamlines content and introduces innovative teaching methods, while increasing teachers' flexibility and autonomy in schools. It also instigates a new model of teacher professional learning. This document contextualises these initiatives within the international education landscape. It offers perspectives on what could help Indonesia ensure the success of these reforms, potentially reshaping the country’s educational future and contributing to its development and prosperity.

Avec les mutations économiques et technologiques enregistrées au cours des dernières décennies, les perspectives économiques individuelles sont aujourd’hui plus incertaines qu’autrefois. La présente synthèse résume les principales conclusions du rapport Un équilibre précaire ? Instabilité des revenus et insécurité économique en Europe, le premier produit par l’Observatoire de l’OCDE sur la mobilité sociale et l’égalité des chances. Ses auteurs ont fait appel à des techniques innovantes pour identifier les catégories de population en situation d’insécurité économique dans les pays européens de l’OCDE – autrement dit celles qui sont les plus exposées et les plus vulnérables à l’instabilité des revenus – et pour déterminer comment l’évolution des revenus et l’insécurité économique influencent les conditions de vie des individus, la mobilité sociale et les inégalités. Il passe également en revue une série de mesures propres à rendre la protection sociale plus réactive afin d’améliorer le soutien apporté à ceux dont les revenus sont instables et étudient des solutions qui permettraient d’aider ceux que l’insécurité économique guette plus particulièrement à constituer des réserves financières.

The frequency and severity of extreme wildfires are on the rise in the United States, causing unprecedented disruption and increasingly challenging the country’s capacity to contain losses and damages. These challenges are set to keep growing in the context of climate change, highlighting the need to scale up wildfire prevention and climate change adaptation. This paper provides an overview of the United States’ wildfire policies and practices and assesses the extent to which wildfire management in the country is evolving to adapt to growing wildfire risk under climate change.

The growth of strategic budget initiatives – such as gender budgeting and green budgeting - has been a prominent trend in OECD countries. This is driven by a desire to use the budget to help deliver transformational change in relation to key policy priorities demanding a whole-of-government response. This paper outlines the emergence of strategic budget initiatives across OECD countries and offers some preliminary observations on how these initiatives are being designed and implemented.

Parental emotional support, alongside material and temporal support, is an important determinant of children's subjective well-being and academic success. However, not all children benefit from the same level of parental support, and there are major differences depending on families' socio-economic status and child gender. Using the PISA 2018 surveys, this paper examines differences in parental support reported by 15-year-olds both within countries according to social status and between girls and boys, and between countries. We show that differences in parental emotional support by parents' education level and child gender are substantial. Some of these differences are (largely) explained by other characteristics such as family wealth, country of origin, and school urbanicity and private/public status. Greater parental emotional support is also found to be associated with higher PISA test scores and greater subjective wellbeing, with little variation by parental education. On the whole, our findings suggest that a significant enhancement in parental support and related child outcomes, especially in countries with lower average levels of parental emotional support, can be attained through a combined effort on several fronts: by addressing monetary and material poverty within families, by facilitating parents in balancing work and taking care of their children, by promoting greater parental involvement in their children's school life, and by offering appropriate services to assist families with special needs and facing greater challenges.

Early childhood education and care (ECEC) staff are central to promoting young children’s development, learning and well-being. Novice staff, defined as staff with up to three years of experience, account for 27% of staff in TALIS Starting Strong 2018. Novice staff are generally less educated than experienced staff in terms of the level of educational attainment and education or training with a focus specifically on working with children. More novice staff than experienced staff report a strong need for additional professional development in several areas, including “classroom/playgroup/group management” and “working with parents or families”. Policy approaches to support novice staff in ECEC can include ensuring that initial education prepares novice staff for their jobs by providing relevant knowledge specifically on working with children, supporting novice staff to engage in ongoing professional development, and clarifying how novice staff can progress professionally.

Private schools cater for around 1 in 5 students from pre-primary to the end of secondary education, a share that has not changed materially since 2015. They enjoy greater autonomy, suffer fewer shortages of all kinds and handled the COVID-19 pandemic better than public schools. Although their students achieved better results in PISA 2022 in many countries, this is mainly because they enrol more students from advantaged socio-economic backgrounds than their public counterparts. The main challenge in many countries today is to increase the social mix in public and private schools, which is why many efforts have been made in this direction over the past decade.

Digital government is essential to transform government processes and services in ways that improve the responsiveness and reliability of the public sector. During the COVID-19 pandemic it also proved crucial to governments' ability to continue operating in times of crisis and provide timely services to citizens and businesses. Yet, for the digital transformation to be sustainable in the long term, it needs solid foundations, including adaptable governance arrangements, reliable and resilient digital public infrastructure, and a prospective approach to governing with emerging technologies such as artificial intelligence. This paper presents the main findings of the 2023 edition of the OECD Digital Government Index (DGI), which benchmarks the efforts made by governments to establish the foundations necessary for a coherent, human-centred digital transformation of the public sector. It comprises 155 data points from 33 member countries, 4 accession countries and 1 partner country collected in 2022, covering the period between 01 January 2020 and 31 October 2022.

Infrastructure investment has been low in Brazil over the last decades, leaving significant gaps in all infrastructure sectors. To close these gaps, public investment will need to increase and become more effective, while additional private resources need to be mobilised. Improving strategic planning and effectively translating it into budget allocations over time would increase the quality of infrastructure projects. Promoting foreign participation in public procurement would raise competition and value for public money, while strengthening the governance of SOEs would enhance the quality of infrastructure services. Minimising policy and judicial risks would help to leverage more private infrastructure financing, including at longer maturities, while ensuring an adequate risk sharing between public and private actors.

The paper reviews the diverse experience of OECD countries in establishing and running independent fiscal institutions, offering insights that could be useful for Latin American countries seeking to set-up and strengthen those institutions in the region. Through cluster analysis, we identify different types of OECD independent fiscal institutions and draw practical lessons from cases studies. We also identify key features that could serve as a road map for Latin American countries in their efforts to establish or enhance independent fiscal institutions.

À l’heure où nombre de pays s’efforcent de renforcer l’attrait de la profession enseignante, il apparaît donc essentiel de mieux comprendre les sources de stress dans ce métier. C’est dans cette optique que ce numéro se propose d’étudier les données de l’édition 2018 de l’enquête TALIS sur les enseignants du premier cycle du secondaire afin de déterminer si les sources de stress des enseignants varient en fonction du milieu socio-économique de leurs élèves. Il examine en outre les facteurs de stress les plus susceptibles d’être associés au niveau de satisfaction professionnelle des enseignants et à leur intention de rester dans la profession.

How young people use transport matters for society. Transport connects them to education, work, friends and other opportunities. Mobility patterns of the younger generation also matter for sustainability, economic development, liveability, health and well-being. Yet, young people’s views are rarely factored into transport policy explicitly. This report addresses the gap by reviewing young citizens’ travel patterns and behaviours, identifying their expectations regarding mobility and life opportunities and investigating their mobility-relevant experiences, capabilities and skills. To maximise the potential of youth, it is important that governments, communities, and other stakeholders ensure all young people have access to safe and affordable transport. It is also important to engage young people in the planning and implementation of transport initiatives so that their needs are met.

The OECD and the United Nations Statistics Division (UNSD) have developed jointly the new Multinational Enterprise Information Platform (MEIP). MEIP is built on past OECD and UN efforts to compile statistics on the scale and scope of the international activities of Multinational Enterprises (MNEs). The new platform uses publicly available data to gather information on the world’s 500 largest MNEs in a timely manner, facilitating a comprehensive view of their physical and digital presence. It also includes a monitoring tool for large events such as Mergers and Acquisitions (M&A). The platform also provides a valuable benchmark for National Statistical Offices (NSOs) and researchers, allowing them to compare the national presence of an individual MNE to the global presence. Information on MNEs and their global network can also be visualised in a user-friendly dashboard.

Many ocean economic activities are not readily visible in official statistics, hindering policymakers' access to crucial information for decision making. The OECD ocean economy measurement project aims to address this by aligning ocean economy statistics with broader economic data and ensuring international consistency. This paper compares the measurement strategies of eight OECD member countries using principles from the system of national accounts. It also highlights the ocean economy thematic accounts of four countries and summarises their methods. The paper concludes with recommendations for integrating ocean economy measurements with national accounting standards, a vital step for improving the evidence base for ocean policymaking.

This scoping review examines the effectiveness of online and blended learning in fostering higher-order thinking skills in higher education, focussing on creativity and critical thinking. The paper finds that whilst there is a growing body of research in this area, its scope and generalisability remain limited. Current evidence suggests that, for most students and contexts, in-person learning yields better or equivalent outcomes for higher-order thinking skills than fully online learning. However, blended and flipped learning show promise. In some cases, they may be more effective than in-person learning to develop higher-order skills. The review aims to be of use to higher education practitioners by synthesising, for the first time at such a scale, the diverse literature on what supports students to develop these skills online. This has been linked to active and interactive online learning, well-structured project-based learning, disciplined questioning, students labelling relevant dimensions of their thinking, and regular, quality instructor and peer feedback. The review calls for improved research design to understand the effectiveness of different modes of learning and address gaps in the literature, which include fostering creativity online and ensuring equitable online skills development across disciplines and teaching contexts. Policy implications include the need to integrate attention to higher-order thinking skills into professional learning, innovation funds, national networks and quality assurance to support effective online teaching of these skills across higher education systems.