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The Going for Growth report, updated biennially, looks at structural reforms in policy areas that have been identified as priorities to boost incomes in OECD countries and selected non-OECD economies (Argentina, Brazil, the People’s Republic of China, Colombia, Costa Rica, India, Indonesia, the Russian Federation and South Africa). The selection of priorities and monitoring of reform actions are supported by internationally comparable indicators that enable countries to assess their economic performance and structural policies in a wide range of areas. In addition to detailed policy recommendations to address the priorities, as well as a follow-up on actions taken in the recent years, the report includes individual country notes and, since 2017, a focus on inclusive growth. The 2019 report also includes a special chapter on reform packages that boost growth while ensuring environmental sustainability, a new extension of the Going for Growth framework.
Going for Growth 2021 identifies country-specific structural policy priorities for the recovery across OECD and key non-member countries (Argentina, Brazil, The People’s Republic of China, Costa Rica, India, Indonesia and South Africa). It frames the main policy challenges of the current juncture along three main areas: building resilience; facilitating reallocation and boosting productivity growth for all; and supporting people in transition. The publication also highlights priorities in areas necessitating increased international cooperation in order to manage cross border spillovers: health, climate change, trade and taxation challenges of digital economies.
The Going for Growth report, updated biennially, looks at structural reforms in policy areas that have been identified as priorities to boost growth in OECD and selected non-OECD countries. The selection of priorities is supported by internationally comparable indicators that enable countries to assess their economic performance and structural policies in a wide range of areas. For this edition, Going for Growth advises on country-specific structural policy priorities to strengthen growth fundamentals and pave the way for successful green and digital transitions. Four key policy areas are identified: enhancing the design of social support programs; lifting potential growth by removing obstacles to effective resource utilisation; securing faster progress towards decarbonization; making the digital transformation a driver of productivity growth.
This book presents the proceedings of the 25th CIRET Conference, entitled "Business Surveys and Empirical Analysis of Economic and Social Survey Data" was hosted by OECD and INSEE in Paris, France in 2000.
The relationship between environment and children’s health has been the subject of increasing interest these last ten years. For example, many OECD member countries are reporting asthma epidemics exacerbated by air pollution: in the United States nearly 1 in 13 school-age children (approximately 4.8 million) has asthma, and the rate is increasing more rapidly in school-age children than in any other group. The importance of this issue has resulted in a growing number of epidemiological studies aiming at better understanding and better characterising the relationship between environmental pollution and the health of children.
However, in many respects, the valuation of children’s health strongly differs from the valuation of adults’ health and constitutes a real challenge for analysts as well as for decision-makers. Consequently, this book proposes an in depth analysis of the main methodological difficulties associated with estimating the social value of a reduction in risk to children. Questions such as how to elicit children’s preferences, what valuation methodology and benefit measure to choose, how to discount benefits to children’s health, and how to account for economic uncertainties in this specific context of economic valuation will be systematically examined in order to define key policy implications and to pave the way for further research.
Economic instruments such as taxes and fees have been extensively used in other environmental domains but have so far been relatively sparsely applied to chemicals. However, there is an increased interest in the potential of economic instruments to incentivise substitution of chemicals of concern. This interest is motivated by the ambition to speed up the substitution of substances of concern and to reduce the toxic load from broader groups of chemicals as well as the need to strengthen fiscal revenues and cover costs for chemical management. This study aims to give an overview of economic instruments used in chemicals management and in other environmental domains that governments could consider to incentivise substitution of chemicals of concern. The study reviews lessons learned from the use of five types of economic instruments: taxes, fees, subsidies, tradable permits, and deposit-refund systems, as well as “hybrid instruments” that combine elements of different instrument groups.
This report seeks to provide some answers by identifying and examining the economic and financial issues that arise in implementing the goal, and the strategies that the public and private sectors are pursuing to achieve it. It deals with issues such as individual learning accounts, recognition of non-formal learning, and measures to raise rates of return to lifelong learning.
The report is intended to provide a basis for continued in-depth discussion by public authorities and the social partners. It aims to inspire future actions that ensure that lifelong learning serves as a sustainable and equitable strategy for human development.
What is the nature of childhood today? On a number of measures, modern children’s lives have clearly improved thanks to better public safety and support for their physical and mental health. New technologies help children to learn, socialise and unwind, and older, better-educated parents are increasingly playing an active role in their children's education.
At the same time, we are more connected than ever before, and many children have access to tablets and smartphones before they learn to walk and talk. Twenty-first century children are more likely to be only children, increasingly pushed to do more by “helicopter parents” who hover over their children to protect them from potential harm. In addition to limitless online opportunities, the omnipresent nature of the digital world brings new risks, like cyber-bullying, that follow children from the schoolyard into their homes.
This report examines modern childhood, looking specifically at the intersection between emotional well-being and new technologies. It explores how parenting and friendships have changed in the digital age. It examines children as digital citizens, and how best to take advantage of online opportunities while minimising the risks. The volume ends with a look at how to foster digital literacy and resilience, highlighting the role of partnerships, policy and protection.
The COVID-19 pandemic is by far the largest disruption witnessed by education systems in the 21st century. At the peak of the first wave, school closures affected over 90% of all learners worldwide. This placed educators in a challenging teaching environment, and put millions of households under economic stress. The learning loss and the heightened risk of student disengagement, particularly for the most vulnerable, can have long-lasting effects on their life outcomes and future economic growth and well-being. Yet, beyond the recovery phase, the COVID-19 pandemic has shed light on the need to explore new approaches in education delivery from pre-primary to higher education. These include a wider range of cognitive, social and emotional skills in the curricula; the active involvement of parents in their children’s education; and the adoption of technologies that allow for flexible and personalised learning. However, with a rapidly evolving situation, many philanthropic donors are making quick disbursements of funds, redirecting committed resources to new issues, and in some cases, redefining their mid- and long-term strategies. However, the lack of reliable information has limited foundations’ potential to engage, collaborate and co-fund education initiatives to address the COVID-19 pandemic.
Governing multi-level education systems requires governance models that balance responsiveness to local diversity with the ability to ensure national objectives. This delicate equilibrium is difficult to achieve given the complexity of many education systems. Countries are therefore increasingly looking for examples of good practice and models of effective modern governance that they can adapt to their own needs.
Education Governance in Action: Lessons from Case Studies bridges theory and practice by connecting major themes in education governance to real-life reform efforts in a variety of countries. It builds upon in-depth case studies of education reform efforts in Flanders (Belgium), Germany, the Netherlands, Norway, Poland and Sweden. The case studies are complemented by country examples of efforts to restore and sustain trust in their education systems. Together they provide a rich illustration of modern governance challenges - and successes.
The volume highlights the importance of the interdependence between knowledge and governance and focuses on essential components for modern education governance: accountability, capacity building and strategic thinking. It sets the agenda for thinking about the flexible and adaptive systems necessary for governing education in today's complex world. This publication will be of interest to policy makers, education leaders, teachers, the education research community and all those interested in education governance and complexity.
This publication is part of the project on Education Development for Students at Risk and those with Disabilities in South Eastern Europe. This project was carried out by the OECD within the framework of the Stability Pact for South Eastern Europe. It contributes to the countries' efforts to adjust their education reforms to the EC principles as outlined in the EU "Detailed Work Programme on the Follow-up of the Objectives of Education and Training Systems in Europe". More specifically, the countries’ efforts focus on the objective of widening access to quality education and ensuring equal opportunities for all. The respective country reports are supplemented by a general overview on the situation of special needs education in South Eastern Europe.
The future of Greece’s well-being will depend on improving educational performance to boost productivity and improve social outcomes. In the current economic context, with the need to get best value for spending, Greece must and can address inefficiencies in its education system.
The challenges are significant. For example, Greece lags behind many OECD countries in performance on PISA, including countries with the same or lower levels of expenditure per student as well as countries with the same and lower levels of economic development. Salary costs per student are above the OECD average, mostly because Greek teachers have less teaching time and Greece has smaller classes. A smaller percentage of students who enter tertiary education complete a first degree within the statutory study time than in any other country in Europe.
To address the challenges, the Greek government has established a bold agenda and sought advice from a task force on the development and implementation of reform proposals that reflect best practices in OECD countries. This report provides the outcomes of the work of the task force. It presents a roadmap for how the reforms can be successfully implemented, with pointers to relevant experience in other countries. As a contribution to the on-going policy discussions in Greece, it recommends specific short-, medium- and long-term actions that can improve efficiency in the country’s education system.
Education Policy Analysis 1997 is the companion volume to the OECD's 1997 collection of international education indicators -- Education at a Glance - OECD Indicators. It aims to deepen the analysis of current policy issues and facilitate interpretation of data, using selected indicators of particular relevance to the policy questions under examination. The five chapters analyse topics of concern to a broad audience: costs and expenditures, the stock of human capital available to OECD economies, the literacy performance of adults in 12 countries, educational failure and success, and the efficiency and effectiveness of tertiary institutions in responding to new interests and needs of learners.
As ever greater value is placed on people's skills, knowledge and attitudes, the demand for learning and relearning over a lifetime is increasing. What are the current patterns of participation in education and other forms of learning, from infancy through adult years? What policy orientations have been adopted by governments to advance lifelong learning? To what extent do existing policies and practices take into account the new ways young people and adults will need to learn and the choices, interests, experiences and circumstances of learners themselves? These are some of the questions addressed in this new edition of Education Policy Analysis. In the light of OECD Education Ministers' forward-looking lifelong approach to learning, this book covers experience and policy in OECD countries on: - access and participation in education and training; - changes in the teaching process and new roles for teachers; - pathways through initial education to employment; - financing tertiary education through students.
To meet a continuing growth in demand for learning, OECD countries seek to provide a wider array of education and training opportunities for learners in their earliest years through adult life. Has increased participation in education and training in the 1990s met the demand for lifelong learning? What gaps remain, and for which learners and in which types of learning? What are the most promising policy directions to encourage the expansion of learning opportunities that respond to learning aims and learner needs? How can policies help marshall the resources needed for the investment in learning and to encourage their efficienct use? This 1999 edition of Education Policy Analysis explores these and other questions. Drawing on the policy experience and trends in OECD countries, the four chapters in this book cover: projections of growth in participation in formal education and training to meet lifelong learning targets, and implications for costs; policy options to secure the benefits of early childhood education and care; the uses of ICT in education; and tracking participation from under-represented groups in tertiary education.
As pervasive technological change and growing interdependence among countries contribute to restructuring economic activity and shaping everyday life, lifelong learning's value grows. How far have countries progressed toward lifelong learning for all? Who is being left behind, and in what ways? How might schools evolve to address remaining gaps?
In this special edition of Education Policy Analysis prepared as background for the 2001 meeting of OECD education ministers, these questions and others are explored. The analysis shows that progress and success in realising lifelong learning for all depend on clarity in framing objectives for lifelong learning and appropriate information for monitoring policy experience and examining policy options. The five chapters in this book draw upon the policy experience and trends in OECD countries to examine: -- promising directions for lifelong learning policies; -- country performance in realising lifelong learning outcomes; -- differences in participation in lifelong learning, including along a so-called "digital divide"; -- competencies demanded in the knowledge economy; -- alternate futures for schools.
To meet a continuing growth in demand for learning, OECD countries seek to provide a wider array of education and training opportunities for learners in their earliest years through adult life. There are also pressures to ensure that resources are used efficiently, and opportunities provided for the most disadvantaged. The five chapters in Education Policy Analysis 2002 review the latest international experience on ways to meet these challenges, including coverage of eight key strategies for improving access to quality early childhood education and care; the characteristics of countries and schools that achieve both high-level and equitable performance in reading literacy skills; policy options for overcoming shortages; the growth of education across national borders; and broadening the concept of "human capital" to help bridge the gap between education’s economic mission, and its wider social and personal benefits.