Browse by: "2021"
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This paper analyses the role of job mobility for job reallocation and aggregate wage growth in Norway and the United States using linked employer-employee data. It provides four main findings. First, despite lower overall job mobility in Norway, the speed of worker reallocation from low-wage to high-wage firms is similar to that in the United States. Second, job reallocation tends to be counter-cyclical in Norway, but pro-cyclical in the United States, due to the weaker tendency of high-wage firms in the United States to hoard workers during economic downturns. Third, the reallocation of workers from low to high wage firms through job-to-job mobility disproportionately benefits high-skilled workers in Norway and low-skilled workers in the United States. Fourth, the slowdown in aggregate wage growth primarily reflects a weakening of on-the-job wage growth in both countries rather than a reduced role of job reallocation between low and high-wage firms (although this does also play a role in the United States).
Les enseignants et les écoles du monde entier font face à l’un des plus grands bouleversements qu’aient jamais connu les systèmes d’éducation. Les méthodes et pratiques en place depuis des décennies se sont vues modifiées, remaniées ou supprimées afin de limiter les risques de contagion pour les élèves, les enseignants et les parents, tout en assurant la continuité de l’enseignement et de l’apprentissage. Cette crise met au premier plan le rôle et l’importance des enseignants, mais est également source de nouvelles exigences et pressions dans une profession déjà difficile. Quand la crise de la COVID-19 a éclaté, les enseignants de nombreux systèmes d’éducation ont dû exercer leur métier dans un nouveau contexte, marqué par les interactions en ligne et l’incertitude autour de la réouverture des établissements scolaires. Une fois cette réouverture actée, elle s’est accompagnée de diverses mesures de sécurité sanitaire et de la menace constante de voir les établissements scolaires refermer – autant d’éléments susceptibles d’avoir eu de profondes répercussions sur la satisfaction professionnelle des enseignants et leur niveau de stress.
La pandémie de COVID-19 a provoqué l’un des plus grands bouleversements qu’ait connu le monde de l’éducation ces dernières années. Dans un souci de freiner la propagation du virus et de garantir le droit à l’éducation, un grand nombre de gouvernements ont pris la décision de passer sans délai d’un enseignement traditionnel en présentiel à une forme ou une autre d’apprentissage à distance. Pour assurer la continuité pédagogique durant la fermeture des établissements d’enseignement, de nombreux enseignants dans le monde entier ont ainsi dû mettre leurs cours en ligne.
Certains éléments semblent indiquer l’évolution des systèmes d’éducation vers une « nouvelle donne », où l’enseignement traditionnel en présentiel sera complété par une forme ou une autre d’apprentissage à distance. Bien que collectées avant la pandémie de COVID-19, les données de l’Enquête internationale de l’OCDE sur l’enseignement et l’apprentissage (TALIS 2018) fournissent de précieuses informations pour comprendre pourquoi certains enseignants sont plus enclins que d’autres à laisser leurs élèves utiliser les TIC pour des projets ou des travaux en classe, et pour explorer les facteurs sous-tendant la participation des enseignants aux activités de développement professionnel couvrant l’utilisation des TIC à l’appui de l’enseignement.
The digital environment has become an integral part of children’s everyday lives and interactions. The benefits can be tremendous, but there also risks. In 2011, the OECD adopted a Typology of Risks in an effort to broadly categorise those risks. Since then the digital environment has changed significantly, as risks have evolved in nature and new ones have emerged.
This report informs the OECD’s broader work on children in the digital environment by examining these trends and presenting an updated Typology of Risks. The Typology provides a high-level overview of the risk landscape, and outlines four risk categories and their manifestations. The Typology also identifies and analyses risks that cut across these four risk categories, and that can therefore have wide-ranging effects on children’s lives.
Strengthening linkages between climate change adaptation and mitigation policies can improve the efficiency and effectiveness of actions in support of a low-carbon, climate-resilient economic development. This policy paper provides an overview and a discussion of linkages, shedding light on the synergies that can be achieved as well as the trade-offs that could arise between the two policy agendas, but also across other environmental or social policy objectives. It aims at inspiring reflections of fostering linkages, especially as part of countries’ ongoing discussions on designing green recovery measures in response to the COVID-19 pandemic.
This Policy Paper was prepared as a background document for the G20 Climate Stewardship Working Group discussions under the G20 Presidency of the Kingdom of Saudi Arabia.
This paper advances our understanding of the spatial dimension of productivity by investigating the link between subnational governance arrangements and urban labour productivity. It presents a detailed study of the direct and indirect effects of decentralisation (local autonomy), government quality and fragmentation and empirically demonstrates the need for a comprehensive approach when considering the effects of governance-related characteristics on regional economic outcomes. Multi-level analysis of data for Functional Urban Areas (FUAs) in Europe during 2003-2014 suggests that labour productivity tends to be higher in regions with higher quality of government. Productivity, on average, is lower in more decentralised countries. However, under “the right” conditions (high quality of government and low fragmentation), decentralisation is positively linked to productivity. Overall, cities with high levels of government quality and local autonomy but low horizontal fragmentation tend to be the most productive.
Effective teaching starts with high-quality preparation that provides prospective teachers with a strong foundation on which they can continue to build throughout their career. Initial teacher preparation should provide beginning practitioners with a coherent learning experience that integrates coursework, practical training, induction and early career development. This requires education systems to conceive of initial teacher preparation as part of a career-long learning continuum, to expand the range of actors involved in the process, and to create and sustain strong partnerships and feedback loops between schools and teacher education institutions. While the importance of practice-based components in initial teacher education (ITE) is now widely recognised, the COVID-19 disruption of schooling has created new challenges for their implementation. This Policy Brief draws on evidence from the OECD School Resources Review and beyond to explore the following questions:
- What do we know about effective initial teacher education programmes?
- How to link teachers’ initial education to induction and continuing professional learning?
- How to adapt initial teacher preparation to remote and hybrid teaching contexts
Financing from institutional investors will be critical to achieving the sustainable development goals and curbing climate change. However, these large investors have been largely absent from multilateral initiatives to mobilise private capital. Partly as a result, such initiatives have been unable to reach the scale required for development finance to go “from billions to trillions”. Successful mobilisation of private capital – including from institutional investors – has instead frequently taken place at the local level, by strategic investment funds and some green banks. At the same time, some institutional investors have been changing their modus operandi, from an intermediary to a collaborative model, and are re-localising their operations. The elimination of financial intermediaries with a short-term focus removes a bottleneck between two categories of long-term investors – institutional investors and multilateral finance institutions. That opens new opportunities for collaboration, as discussed in this paper.
This policy brief reports on the activity of online platforms during the COVID-19 crisis. Google Trends data for OECD and other G20 countries indicate that in some areas (such as retail sales, restaurant delivery, and mobile payments) online-platform use increased markedly during the first half of 2020, when most countries imposed lockdown and physical distancing measures. Thus, in this period, some economic transactions may have shifted to online marketplaces as people and businesses increasingly turned to online platforms to pursue economic and social activities. The rise in platform use was however highly heterogeneous across areas of activity and countries. Countries with higher levels of economic and technological development, easier access to infrastructure and connectivity, better digital skills, and wider Internet use tended to experience a larger increase in the use of online marketplaces, possibly mitigating the negative effects on output and jobs of the COVID-19 shock. This highlights the role of policies in strengthening countries’ digital preparedness and their resilience to future shocks.
This report looks at the policies and programmes Chile has been putting in place over the past few decades to foster the development of public transport in remote communities. In particular, it has been taking a regional approach and encouraging private investment in transport.