Browse by: "E"
Index
Title Index
Year Index
This country policy profile on education in Estonia is part of the Education Policy Outlook series. Building on the first policy profile for Estonia (2016), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Estonian education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
This country policy profile on education in Spain is part of the Education Policy Outlook series. Building on the first country policy profile for Spain (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence.
This country policy profile on education in Germany is part of the Education Policy Outlook series. Building on the first policy profile for Germany (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also provides insight into approaches to building greater responsiveness and resilience for the future
This country policy profile on education in Denmark is part of the Education Policy Outlook series. Building on the first country policy profile for Denmark (2014), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of Denmark’s system's initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future.
This country policy profile on education in the Czech Republic is part of the Education Policy Outlook series. Building on the first policy profile for the Czech Republic (2013), it offers a concise analysis of where the education system stands today in terms of strengths, challenges and ongoing policy efforts, and how this compares to other systems. The profile brings together over a decade’s worth of policy analysis by the Education Policy Outlook, as well as the latest OECD data, relevant thematic and country-specific work and other international and national evidence. It also offers analysis of the Czech education system’s initial responses to the COVID-19 crisis and provides insight into approaches to building greater responsiveness and resilience for the future
This document summarises discussions held at the second annual event of the OECD Global Forum on Digital Security for Prosperity. The event, held on 14-15 November 2019 in London, brought together 160 experts and 30 speakers from government, business, civil society, the technical community and academia to discuss how to encourage digital security innovation. Participants explored the roles that different stakeholders can play in stimulating digital security innovation, including how governments can support it for example by implementing tax incentives, acting as an early customer for innovative products, and enacting flexible and outcome-based regulation. A digital security innovation ecosystem is the most important component of a strategic approach, as it brings together different stakeholder groups in a dedicated location. Participants discussed how different ecosystems can learn from one another through international co-operation and considered how governments can encourage digital security by design in innovation more generally.
This paper aims to survey the current landscape of education policy evaluation across OECD countries and economies by examining recent trends and contextual factors that can promote more robust education policy evaluation, as well as identifying key challenges. It takes a view of policy evaluation as an activity that takes place throughout the entire policy cycle, before, during, and after a reform is implemented. It proposes a supporting framework for education policy evaluation that integrates institutional factors which can help to build robust underpinnings for policy evaluation. It also presents some specific considerations to take into account for individual policy evaluation processes. Analysis of more than 80 evaluations across OECD education systems provides an indication of the diversity of approaches taken in the policy evaluation process. Key findings refer to the “who”, “when”, “what”, “how”, “for what” and “what next” of policy evaluation processes through a comparative lens.
Es fundamental un enfoque integral de la educación — que aborde las necesidades de aprendizaje, sociales y emocionales de los alumnos — especialmente en tiempos de crisis. El cierre de escuelas debido al COVID-19 significa que los estudiantes de diversos entornos con mayor riesgo de alta vulnerabilidad tienen menos probabilidades de recibir el apoyo y los servicios complementarios que necesitan, y podría incrementar la brecha entre alumnos que experimentan mayores dificultades y los que no, podría aumentar. Los cierres pueden tener efectos considerables en el sentido de pertenencia que tengan los alumnos hacia la escuela y en su propia autoestima, elementos fundamentales para la inclusión en la educación.
Este Informe de política describe las iniciativas de los países miembros de la OCDE para hacer frente a las diferentes necesidades de los estudiantes vulnerables durante la pandemia. Más allá del cierre de escuelas, también se examina la cuestión de su reapertura, presentando las medidas actuales de los países y proporcionando indicaciones políticas destinadas a garantizar que la pandemia no obstaculice aún más la inclusión de los estudiantes vulnerables en los sistemas educativos.
This paper explores and classifies some of the most common policy options adopted by national, regional and local policy makers in the context of or prior to the COVID-19 pandemic to enable, encourage and make the most of teleworking. It also considers efforts to foster the attraction and retention of remote workers and entrepreneurs in particular places. The current crisis represents, among other things, a mass experiment in teleworking, unprecedented in size and scope. A shift towards large-scale, long-lasting teleworking would have profound implications for the geography of local employment. However, SMEs may be less equipped than larger firms to face this change. Public policy can play an important role in turning teleworking into an opportunity for all, to minimise the potential of widening pre-existing disparities between people, places and firms.
This paper studies ethnic in-group bias in online trust games played by two large representative samples in the United States and Germany through the Trustlab platform, which was launched by the OECD and several research partners in 2017. The ethnic in-group bias, defined as the propensity to favour members of one’s own ethnic group in terms of monetary payoff, is significant in both countries. In the United States, members of the three largest ethnic groups trust people from their own ethnic group more than those from other groups. African Americans have a larger in-group bias than White Americans and Hispanics. Ethnic differentiation is not selective, as each group tends to have lower trust in the two other ethnic groups but at roughly the same rate. In contrast, ethnic differentiation is strongly selective in Germany: subjects of German parentage discriminate twice as much against Turkish descent participants as against Eastern European descent participants. Members of both ethnic minorities in Germany trust each other less than their own ethnic group, but do not discriminate against ones of German parentage. We also examine whether releasing information on the trustee being rich reduces ethnic differentiation, while conjecturing that this is a way to remove the stereotype that ethnic minorities are “undeserving poor”. We show that, in this case, discrimination by the ethnic majority is indeed reduced. People of Turkish descent who are rich tend to be more trusted than lower-income people of Turkish descent. However, releasing information on income can backfire, as it can increase mistrust within minorities. Finally, we show that group loyalty exists not only according to ethnicity but also according to income, as rich German parentage subjects trust other rich in-group members significantly more than do non-rich Germans.
Assessing the direct and indirect health impact of the COVID 19 pandemic is central in managing public health and other policy measures while learning to co-exist with the virus. Many countries are publishing statistics on COVID 19 related mortality. While the frequent and timely publication of such figures provides insights into the ongoing trends in a given country, differences in coding and reporting practices pose challenges for international comparisons. Looking at the number of total deaths can help to overcome some of these differences in national practices whilst also providing a better view of the overall impact of COVID 19, by taking into account not just the possible underreporting of COVID 19 deaths but also indirect mortality caused, for example, by health systems not being able to cope with other conditions – acute and chronic.
This brief discusses how the COVID-19 crisis is accelerating an expansion of e-commerce towards new firms, customers and types of products, likely involving a long-term shift of e-commerce transactions from luxury goods and services to everyday necessities. It also highlights how policy makers can leverage the potential of digital transformation in retail and related areas to support business adaptation and to enhance social distancing, while ensuring that no one is left behind.
Higher education institutions (HEIs) have emerged as key players in driving knowledge-intensive economies. The OECD's evaluation of the Swedish case, the "Academy for Smart Specialisation," offers insights into the transformative potential of place-responsive HEIs. Through collaboration between Karlstad University (KAU) and Region Värmland, the Academy bridges the gap between strategy and action, fostering innovative projects and knowledge exchange. By linking research, innovation, and education, the Academy equips students with skills aligned with Värmland's smart specialisation strategy. This report provides actionable recommendations to sustain and expand the Academy's impact, inspiring similar initiatives across OECD regions.
Regulations of product markets serve legitimate objectives but, when ill-designed, can impose unnecessary restrictions on competition, and therefore on business dynamism, productivity and ultimately well-being. A recent update of the OECD’s Product Market Regulation indicator for Costa Rica shows that there is ample room to improve regulations. Costa Rica’s economic development is hindered by heavy state involvement and high barriers to entry, compared to both OECD countries and regional peers. This paper discusses options to improve product market regulations, based on international best practices. Regulatory reform can improve consumer welfare by boosting competition and thus lowering prices of key goods and services, which in turn increases the purchasing power of low-income households and reduces poverty. By raising productivity, stronger competition will also allow higher wages. Reducing barriers to entry can facilitate firm creation, boosting investment and jobs.
This report evaluates the costs and benefits of replacing postal delivery motorcycles with electric vehicles in eight Korean cities. It compares operating costs, safety performance, and environmental impacts based on data collected from a field trial with both vehicle types. In addition to the economic analysis, qualitative aspects are also discussed based on the findings of a focus group study. The results from the pilot programme provide an evidence base for policy initiatives in the delivery sector in Korea and beyond.
This report tracks the trajectory of SME finance from the aftermath of the global financial crisis to the more recent economic turmoil triggered by the COVID-19 pandemic. Highlighting key policy and regulatory responses, it examines initial counter-cyclical measures such as credit guarantees and direct lending, before moving on to discuss the evolution of policy approaches that emphasize equity and asset-based finance, the digitalization of financial services, and the importance of financial literacy for entrepreneurs. Drawing on OECD insights and the G20/OECD framework, it showcases the adaptability and resilience of SME financing strategies. Additionally, the report offers a timely analysis of the swift policy interventions deployed to support SMEs during the COVID-19 crisis, underscoring the crucial role of targeted liquidity and funding measures. Prepared for the G20's consideration, this report is a pivotal resource for policymakers aiming to bolster SME growth and financial resilience in challenging times.
During the COVID-19 crisis, countries have implemented a range of measures to curb the educational impact of the pandemic. In times of emergency, speed in the implementation of responses is key, but evidence of what may work is limited, and constraints on resources and capacity are binding. A framework providing a coherent implementation perspective can save time and result in better outcomes. As countries explore ways forward to reopen schools and design new models of education that expand the borders of the physical schools through technology, this paper proposes a framework that can help governments structure the implementation strategy of their evolving education responses to COVID-19. It consists of a set of general recommendations and guiding questions that can inform the development of mid-term education strategies and, more broadly, help build school systems’ resilience for potential education emergencies.
This toolkit provides education system leaders with an implementation framework and questions to consider in the development of their education responses to the COVID-19 crisis. It builds on an analysis of education policy actions taken during the initial stages of the COVID-19 crisis.
What dimensions need to be considered for implementing education responses to COVID-19? Lessons learned show that emergency strategies such as those triggered by COVID 19 need to take into consideration some constraints: fixed initial contextual factors, limited evidence available and no time for capacity development.
Implementing an education response to the COVID-19 pandemic that supports equity, quality and wellbeing should rely on the capacity of schools and education professionals as well as technological resources available. The engagement of stakeholders to develop a broadly supported overarching solution may need to be limited to key actors initially and integrated in later stages, as there is an optimal trade-off between involvement and reactivity. But the policy can actually be based on schools having leeway to design their own approaches, following the shaping of a national or regional vision, generic health and educational guidelines, and the provision of support to those in need to manage inequities. An effective implementation strategy will bring together these dimensions and make them actionable in terms of timeframes, responsibilities, tools and available resources.
La crisis por COVID-19 ha forzado a las escuelas al cierre temporal en 188 países, lo que ha generado una interrupción abrupta del proceso de aprendizaje de más de 1.7 miles de millones de niños, jóvenes y sus familias. Durante este tiempo, fueron implementadas soluciones de aprendizaje a distancia con el objetivo de asegurar la continuidad de la educación, el debate actual se enfoca en cuánto han aprendido los estudiantes durante el cierre de las escuelas. Sin embargo, mientras que la potencial pérdida de aprendizaje puede ser temporal, otros efectos que acontecen en la ausencia de la educación tradicional, tal como el freno a las aspiraciones educativas o la desvinculación del sistema escolar, tendrán impacto a largo plazo en los resultados educativos de los estudiantes. Este efecto de “histéresis” en la educación requiere de especial atención; en este artículo se destaca una estrategia dual que busca redirigir a los estudiantes desertores de regreso a las escuelas, y de esta manera aminorar el abandono escolar en caso de futuros confinamientos.