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Environmental regulators strive to protect the environment and public health from pollution from economic activity. This report uses the OECD Performance Assessment Framework for Economic Regulators (PAFER) to assess both the internal and external governance of Ireland’s Environmental Protection Agency (EPA). It looks at the EPA’s role and objectives, its financial and human resources, processes for internal management and decision making, and systems for performance assessment. The review acknowledges the EPA’s achievements and good practices, analyses the key drivers of its performance, and identifies a number of challenges and opportunities for improvement to help the regulator prepare for the future.
As “market referees”, regulators contribute to the delivery of essential public utilities. Their organisational culture, behaviour and governance are important factors in how they, and the sectors they oversee, perform. The report uses the OECD Performance Assessment Framework for Economic Regulators to assess both the internal and external governance of Peru's Transport Infrastructure Regulator (OSITRAN). The review discusses OSITRAN's good practices, analyses the key drivers of its performance, and proposes an integrated reform package to help the regulator prepare for the future.
This publication provides an overview of the duties and responsibilities of boards in company groups across 45 jurisdictions. The introduction outlines the global landscape of company groups, their economic role and the principal challenges they present with respect to corporate governance polices. Part I develops a typology of legal and regulatory approaches that jurisdictions have taken to address these challenges. Part II highlights differences and commonalities across jurisdictions, especially as they relate to: how directors may take into account group interests; procedures for managing conflicts of interest; compensating losses incurred by a group company for the benefit of the group; transparency around group purposes and allocation of business opportunities; and allocation of responsibility for company policy and oversight between parent and subsidiary boards. Additional chapters offer case studies of recent and specific approaches to company group governance in Colombia, India, Israel and Korea.
This report provides an overview of concepts, assessments, and conducts quantitative analysis to shed light on both the progress and challenges with respect to the current state of ESG investing. It highlights the wide variety of metrics, methodologies, and approaches that, while valid, contribute to disparate outcomes, adding to a range of ESG investment practices that, in aggregate, arrive at an industry consensus on the performance of high-ESG portfolios, which may remain open to interpretation.
This report assesses the landscape of criteria and measurement within the E pillar of ESG investing to better understand the extent to which E scores reflect outputs such as carbon emissions and core metrics that capture the negative effects of business activities on the environment, and to understand the impact of climate change to businesses. In doing this, the report aims to examine whether E scoring and reporting effectively serve markets and investors that are using ESG investing in part as a tool to make portfolios more resilient to physical and climate transition risks.
This report assesses the landscape of criteria and measurement within the E pillar of ESG investing to better understand the extent to which E scores reflect outputs such as carbon emissions and core metrics that capture the negative effects of business activities on the environment, and to understand the impact of climate change to businesses. In doing this, the report examines whether E scoring and reporting effectively serve markets and investors that are using ESG investing in part as a tool to make portfolios more resilient to physical and climate transition risks.
This report provides an overview of concepts, assessments, and conducts quantitative analysis to shed light on both the progress and challenges with respect to the current state of ESG investing. It highlights the wide variety of metrics, methodologies, and approaches that, while valid, contribute to disparate outcomes, adding to a range of ESG investment practices that, in aggregate, arrive at an industry consensus on the performance of high-ESG portfolios, which may remain open to interpretation.
The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.
The International Early Learning and Child Well-Being Study was designed to help countries assess their children’s skills and development, to understand how these relate to children’s early learning experiences and well-being. The study provides countries with comparative data on children’s early skills to assist countries to better identify factors that promote or hinder children’s early learning.
Three countries participated in this study in 2018: England (United Kingdom), Estonia and the United States. The study directly assessed the emergent literacy and numeracy, self-regulation and social-emotional skills of a representative sample of five-year-old children in registered school and ECEC settings in each participating country. It also collected contextual and assessment information from the children’s parents and teachers. This report sets out the findings from the study as a whole.
The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.
This report sets out the findings from the International Early Learning and Child Well-being Study in England. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from Estonia and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.
This report sets out the findings from the International Early Learning and Child Well-being Study in Estonia. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and the United States, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
The first five years of a child’s life is a period of great opportunity, and risk. The cognitive and social-emotional skills that children develop in these early years have long-lasting impacts on their later outcomes throughout schooling and adulthood.
This report sets out the findings from the International Early Learning and Child Well-being Study in the United States. The study assesses children’s skills across both cognitive and social-emotional development, and how these relate to children’s early learning experiences at home and in early childhood education and care. It is enriched by contextual and assessment information from the children’s parents and educators. It provides comparative data on children’s early skills with children from England and Estonia, who also participated in the study, to better identify factors that promote or hinder children’s early learning.
The Economic Outlook for Southeast Asia, China and India is a regular publication on regional economic growth, development and regional integration in Emerging Asia. It focuses on the economic conditions of the Association of Southeast Asian Nations (ASEAN) member countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Viet Nam. It also addresses relevant economic issues in China and India to fully reflect economic developments in the region. This November Update of the Outlook, following the Update 2020 released in July, presents a regional economic monitor, depicting the economic outlook and macroeconomic challenges in the region amidst the COVID-19 pandemic.
The Economic Outlook for Southeast Asia, China and India is a bi-annual publication on regional economic growth, development and regional integration in Emerging Asia. It focuses on the economic conditions of the Association of Southeast Asian Nations (ASEAN) member countries: Brunei Darussalam, Cambodia, Indonesia, Lao PDR, Malaysia, Myanmar, the Philippines, Singapore, Thailand and Viet Nam. It also addresses relevant economic issues in China and India to fully reflect economic developments in the region.
The update of the Outlook comprises three main parts, each highlighting a particular dimension of recent economic developments in the region. The first part presents the regional economic monitor, depicting the economic outlook and macroeconomic challenges in the region. The second and third parts consist of special thematic chapters addressing major issues facing the region. The second chapter of this update focuses on the Covid-19 outbreak, discussing in particular the socio-economic impacts of the pandemic. An analysis of the quality of education in the region is discussed in the third chapter.
Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools.
The 2020 edition includes a focus on vocational education and training, investigating participation in vocational education and training at various levels of education, the labour market and social outcomes of vocational graduates as well as the human and financial resources invested in vocational institutions. Two new indicators on how vocational education and training systems differ around the world and on upper secondary completion rate complement this topic. A specific chapter is dedicated to the Sustainable Development Goal 4, and investigates the quality and participation in secondary education.
Ireland is undertaking a review of their senior cycle (upper secondary education) led by the National Council for Curriculum and Assessment (NCCA). It aims at collecting the views of all relevant stakeholders to identify the strengths and challenges of senior cycle in its current form, and identify priority issues and actions to move forward. As part of OECD’s implementing education policies project, an OECD team was invited to support the review of Ireland’s senior cycle. The team has carried out the assessment presented here and provided strategic advice based on four analytical aspects: smart policy design, inclusive stakeholder engagement, conducive context and a coherent implementation strategy. Each one of these dimensions matters to ensure that the review of senior cycle can move forward based on evidence and with strong support from stakeholders.
Saudi Arabia has embarked upon an unprecedented reform agenda known as Vision 2030, which aims to create a dynamic, diverse and sustainable economy. To meet the demands of a 21st century, knowledge-based labour market, Saudi Arabia must develop a highly-skilled population, which puts education at the centre of Vision 2030.
Saudi Arabia has made tremendous progress in expanding access to education and has achieved universal enrolment rates at primary and lower secondary levels. Nevertheless, most young Saudi Arabians leave school without having mastered the basic competences needed for success in future academic and professional endeavours. There are also widening disparities between students in terms of their access to high quality education and their subsequent learning outcomes.
This review, developed in co-operation with the Ministry of Education of Saudi Arabia, analyses the strengths and challenges of the country's education system and makes recommendations to help improve student learning. It will be of interest to policy makers in Saudi Arabia and international audiences who wish to learn about the country's ambitious reform efforts.
The COVID-19 pandemic was a forceful reminder that education plays an important role in delivering not just academic learning, but also in supporting physical and emotional well-being. Balancing traditional “book learning” with broader social and personal development means new roles for schools and education more generally.
This volume is part of a series that examines the intersections between education, well-being and digital technologies. Complementing the first volume Educating 21st Century Children: Emotional Well-Being in the Digital Age, this volume turns the spotlight on physical health and well-being. It explores the important role of play and risk-taking in learning. It examines the “pursuit of perfection” and the impact on children’s lives, whether it be physical, cognitive or academic. It highlights important efforts countries have made to tackle inequality and protect and empower students in both physical and digital environments. It ends with a look at the pending agenda, underscoring the role of partnerships, policy and protection.
The Western Balkans region has clear aspirations to improve its economic competitiveness and integrate further into Europe. A highly skilled population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have improved over time, but that the improvement has not been equitable. Some students are performing similarly to students from countries in the European Union, while others are lagging further behind.
This report, developed in co-operation with the European Commission and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in the Western Balkans. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can improve learning for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in the Western Balkans.
In Latin America and the Caribbean, as across the globe, globalisation and rapid technological change, together with demographic developments are reshaping skill demands and supply in all countries. These trends are expected to continue in the coming years at an increasing pace. Technological progress, in particular, is profoundly transforming the world of work and, in turn, the skills demanded by employers. This poses challenges but it also creates opportunities for Latin American and Caribbean (LAC) countries in the near future. Effective Adult Learning Policies: Challenges and Solutions for Latin American Countries discusses how individuals and firms in Latin American countries can harness the benefits of those changes. The report explores the challenges for LAC adult learning systems in supplying labour market relevant skills, what are the barriers to an inclusive participation in adult learning and what solutions governments, firms and individuals should collectively put in place to ensure that adult learning is truly effective.
This is the first ever Electricity Market Report produced by the International Energy Agency (IEA). Designed to complement other reports in the Market Report Series on energy efficiency, renewables, coal, natural gas and oil, this report focuses on developments in the world’s electricity markets amid the Covid-19 pandemic. It includes an assessment of 2020 trends and 2021 forecasts for electricity demand, supply, capacity and emissions – both globally and by country. Starting in 2021, the IEA will publish a new edition of the report on a half-yearly basis with the latest updates on key developments in global electricity markets.