Gender equality in terms of economic and financial opportunities is becoming increasingly relevant at both national and international level. The need to address the financial literacy of women and girls as a way to improve their financial empowerment, opportunities, and well-being has been acknowledged by the G20 Leader’s Declaration in June 2012, as well as part of a wider horizontal OECD project on gender equality. The OECD International Network on Financial Education (INFE) established a dedicated workstream in 2010 to address the needs of women for financial education under the support of the Russia/World Bank/OECD Trust Fund for financial literacy and education.

This book collects the work carried out within this workstream, including policy guidance to help policy makers address women's and girls' needs for financial education, and a comprehensive analysis of the current status of knowledge on gender differences in financial literacy and policy responses in terms of financial education for women and girls.

In the current era of globalisation, small and medium-sized enterprises (SMEs) are recognised as major players in innovation and job creation. Furthermore, entrepreneurship is no longer a male preserve: although few women can be found at the head of large companies, an increasing number are taking up the challenge of creating and managing their own businesses.

This conference proceedings explores the phenomenon of women entrepreneurs in small and medium entreprises, examining such issues as governmental support, networks, doing business overseas, starting businesses, and financing.

The IEA Wind Power Technology Roadmap 2013 Edition recognises the very significant progress made since the first edition was published in 2009. The technology continues to improve rapidly, and costs of generation from land-based wind installations continue to fall. Wind power is now being deployed in countries with good resources without any dedicated financial incentives.

The 2013 Edition targets an increased share (15% to 18%) of global electricity to be provided by wind power in 2050, compared to 12% in the original roadmap of 2009. However, increasing levels of low-cost wind still require predictable, supportive regulatory environments and appropriate market designs. The challenges of integrating higher levels of variable wind power into the grid need to be addressed. For offshore wind, much remains to be done to develop appropriate large-scale systems and to reduce costs.

The 2013 Wind Power Roadmap also provides updated analysis on the barriers that exist for the technology and suggests ways to address them, including legal and regulatory recommendations.

“Too much ‘red tape’!” is one of the most common complaints from businesses and citizens in OECD countries. Administrative simplification is a regulatory quality tool to review and reduce administrative and regulatory procedures. It has remained high on the agenda in most OECD countries over the last decade and continues to be so. Countries’ efforts to strengthen their competitiveness, productivity and entrepreneurship during the current recession have made simplification efforts even more urgent.  

Until now, efforts to reduce administrative burdens have primarily been driven by ambitions to improve the cost efficiency of administrative regulations, as these impose direct and indirect costs on regulated subjects. Many countries will finish their current projects over the next few years and must decide how to continue their efforts and how to make them more efficient.  

This report looks beyond 2010 and presents policy options for administrative simplification that are in line with current trends and developments. It provides policy makers with guidance on the available tools and explains common mistakes to be avoided when designing, undertaking and evaluating administrative simplification programmes.

In today's dynamic and rapidly evolving world, evidence-informed decision-making has emerged as a cornerstone in guiding effective education policy and practice. In particular, creating a culture of research engagement is often highlighted as a key ingredient to strengthening the impact of research. However, it is not always clear how that works in practice.

The publication provides analyses of data collected from more than 30 education systems. It delves into how systemic and organisational capacity for thoughtful engagement with research can be built into policy and practice. It also contains concrete examples of building a culture of research engagement by presenting diverse case studies, analyses, tools and processes. It is intended as a practical resource for policy makers, educational leaders, teachers and the research community to stimulate reflection and guide their efforts to developing a culture of research engagement in education.

This report presents the most up-to-date and comprehensive cross-country assessment of long-term care (LTC) workers, the tasks they perform and the policies to address shortages in OECD countries. It highlights the importance of improving working conditions in the sector and making care work more attractive and shows that there is space to increase productivity by enhancing the use of technology, providing a better use of skills and investing in prevention.

Population ageing has outpaced the growth of workers in the long-term care (LTC) sector and the sector struggles with attracting and retaining enough workers to care for those dependent on others for care. Non-standard work is widespread, pay levels tend to be lower than similar-qualification jobs in other health sectors, and LTC workers experience more health problems than other health workers. Further, educational requirements tend to be insufficient to perform more demanding and growing tasks of LTC. With growing demand for care at home, better co-ordination between the health and long-term care sectors and between formal and informal careers is needed.

Across the OECD, enormous effort and investment has been made to reinforce the quality, production and use of education research in policy and practice. Despite this, using research in education remains a challenge for many countries and systems. The OECD launched the Strengthening the Impact of Education Research project to respond to this challenge.

This publication reports on the first phase of the project. It maps the various structures, processes, actors and relationships that reinforce the quality, production and use of education research in policy and practice. The publication brings together leading experts who provide insights into recent research and international experience gathered from both policy and practice, including from other sectors such as health, agriculture and environment.

The publication provides a first set of analyses of data collected from over 30 systems through an OECD survey. It describes the mechanisms used to facilitate research use in education policy and practice, and the levels of engagement of various actors in these processes. By mapping the drivers of, and barriers to, using research systematically and at scale, the publication sets out an agenda for future inquiry. It can be a resource for policy makers, educational leaders, teachers and the research community.

There is broad political support for lifelong learning because it is so vital to sustained economic progress and social cohesion in the "new economy". But its implementation is potentially costly and depends on making the learning process more cost-effective and on securing financial and in-kind resources from the private sector.

What can be done to keep lifelong learning from becoming prohibitively expensive, and to ensure that there are strong and transparent incentives to invest in it ? This book looks at recent experience of selected OECD countries as they have articulated their goals and strategies for lifelong learning. It examines policies and practices that influence the rates of return to lifelong learning, and mechanisms that are being put in place to channel financial resources to lifelong learning. It identifies resource issues that need to be addressed if lifelong learning is to be an affordable and workable guide to public policy.