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A massive scaling up of investment is essential in emerging and developing economies to sustainably meet rising demand for energy, as well as to ensure that climate targets are met. Getting on track for net zero emissions by 2050 will require clean energy spending in emerging and developing economies to more than triple by 2030 – far beyond the capacity of public financing alone and therefore demanding an unprecedented mobilization of private capital.
This special report by the International Energy Agency (IEA) and International Finance Corporation (IFC) examines how to scale up private finance for clean energy transitions by quantifying the investments required in different regions and sectors to build modern, clean energy systems, including achieving universal access. The new global energy economy represents a huge opportunity for growth and employment in emerging and developing economies. This report’s analysis identifies key barriers and how to remove them – and sets out the policy actions and financial instruments that can deliver a major acceleration in private capital flows for the energy transition.
This report explores evidence-based action areas to increase and accelerate the mobilisation of private finance for climate action in developing countries, and the role of international public finance providers in doing so. It draws on best-available data to provide disaggregated analysis of the sectoral, geographic and other features of private finance mobilised by public climate finance and presents key economy-wide, sector-specific, and institutional challenges to private finance mobilisation. The analysis is anchored in the context of the USD 100 billion climate finance goal, initially set for 2020 and extended to 2025, while also providing insights related to mobilising private finance for climate action in developing countries more broadly.
This report provides an assessment of the use of, and recommendations for scaling up, Nature-based Solutions to address water-related climate risks. The analysis is based on two country case studies carried out in Mexico and the United Kingdom. On the basis of a previously developed policy evaluation framework, the analysis identifies existing challenges as well as highlights emerging good practices with regard to policy design and implementation, governance, regulatory mechanisms, and technical and financial arrangements. The report’s findings support policy makers and practitioners in strengthening the use of Nature-based Solutions to tackle climate risks, with a special focus on water-related risks.
This report examines six mechanisms that can be used to scale-up financing for biodiversity conservation and sustainable use and to help meet the 2011-20 Aichi Biodiversity Targets. The mechanisms are environmental fiscal reform, payments for ecosystem services, biodiversity offsets, green markets, biodiversity in climate change funding, and biodiversity in international development finance. Drawing on literature and more than 40 case studies worldwide, this book addresses the following questions: What are these mechanisms and how do they work? How much finance have they mobilised and what potential is there to scale this up? And what are the key design and implementation issues that need to be addressed so that governments can ensure these mechanisms are environmentally effective, economically efficient and distributionally equitable?
Analysis of the long-term safety of radioactive waste repositories, using performance assessment and other tools, is required prior to implementation. The initial stage in developing a repository safety assessment is the identification of all factors that may be relevant to the long-term safety of the repository and their combination to form scenarios. This must be done in a systematic and transparent way in order to assure the regulatory authorities that nothing important has been forgotten. This report is a review of developments in scenario methodologies based on a large body of practical experience in safety assessments. It will be of interest to radioactive waste management experts as well as to other specialists involved in the development of scenario methodologies.
Based on the survey results of OECD's PISA 2000 programme, this report looks at: the extent to which the schools that students attend make a difference in performance; the relative impact of school climate, school policies and school resources on quality and equity; the relationship between the structure of education systems and educational quality and equity; and the effect of decentralisation and privatisation to school performance. It concludes with a summary of how school factors relate to quality and equity, and the implications for policy. The analysis and data cover almost all OECD countries and 14 additional non-OECD countries.
The OECD Teaching and Learning International Survey (TALIS) is the largest international survey of teachers and school leaders. Using the TALIS database, this report looks at different approaches to school leadership and the impact of school leadership on professional learning communities and on the learning climate in individual schools.
It looks at principals’ instructional and distributed leadership across different education systems and levels. Instructional leadership comprises leadership practices that involve the planning, evaluation, co-ordination and improvement of teaching and learning. Distributed leadership in schools explores the degree of involvement of staff, parents or guardians, and students in school decisions.
How are principals’ and schools’ characteristics related to instructional and distributed leadership? What types of leadership are favoured across countries? What impact do they have on the establishment of professional learning communities and positive learning environments? The report notes that teacher collaboration is more common in schools with strong instructional leadership. However, about one in three principals does not actively encourage collaboration among the teaching staff in his or her school. There is room for improvement; and both policy and practice can help achieve it. The report offers a series of policy recommendations to help strengthen school leadership.
School libraries and resource centres are constantly changing in response to the emergence of new technologies and new ways of learning. How should the library of the future be designed? What role will it play as a school facility, within the educational system and in society as a whole? This book addresses these questions through examples from diverse OECD countries.
This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands).
This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.
What does redesigning schools and schooling through innovation mean in practice? How might it be brought about? These questions have inspired an influential international reflection on “Innovative Learning Environments” (ILE) led by the OECD. This reflection has already resulted in publications on core design principles and frameworks and on learning leadership. Now the focus extends from exceptional examples towards wider initiatives and system transformation. The report draws as core material on analyses of initiatives specially submitted by some 25 countries, regions and networks. It describes common strengths around a series of Cs: Culture change, Clarifying focus, Capacity creation, Collaboration & Co-operation, Communication technologies & platforms, and Change agents. It suggests that growing innovative learning at scale needs approaches rooted in the complexity of 21st century society and “learning eco-systems”. It argues that a flourishing middle level of change around networks and learning communities provides the platform on which broader transformation can be built.
This report is not a compendium of “best practices” but a succinct analysis presenting original concepts and approaches, illustrated by concrete cases from around the world. It will be especially useful for those designing, researching or engaging in educational change, whether in schools, policy, communities or wider networks.
“The OECD’s ILE work has mobilised and generated profoundly important knowledge about the nature of learning and opened understandings of learning environments within and beyond school. The ILE Framework has already proved to be an invaluable tool for the emerging future of learning leadership and systems development.”
Professor Michael Schratz, Dean, School of Education, University of Innsbruck, Austria; President of the International Congress for School Effectiveness and Improvement (ICSEI)
“Innovation and creativity are the lifeblood of learning. Schooling Redesigned summarises beautifully one of the OECD's most fascinating projects - an attempt to look at the DNA of innovation in schools. Using a global range of actual examples it describes the conditions that education systems have to create if children and their parents, teachers and communities are to feel confident and optimistic about the future. For teachers, the messages are inspiring. Education systems have to focus on enhancing teachers' capacity and motivation. Standardisation cannot do that. Its messages to the profession and its organisations are profound. Teacher unions are, can and should be at the centre of creating the conditions for innovation.”
John Bangs, Special consultant at Education International; Chair of TUAC’s international group on Education, Training and Employment Policy
Many people would not consider schools among the most innovative institutions of modern societies. This perception is not entirely accurate, since education is innovating in many ways in order to meet the demands of the 21st century economies and societies. But teachers and schools cannot do it alone. They should be seen as actors and partners in broader ecosystems of innovation and learning at the local and regional levels. Schools are networking organisations, making important contributions to the regional economy and local community. Businesses, industry, organisations and communities can help and support schools, and can also benefit from their roles in learning, knowledge development and innovation.
This report serves as the background report to the third Global Education Industry Summit which was held on 25-26 September 2017 in Luxembourg. On the basis of recent OECD analysis, it discusses innovation in education, schools driving progress and well-being in communities, the role of industry and employers in supporting schools and suggests policies towards better ecosystems of learning and innovation. The report argues for better networking and partnerships between schools, regional industries and local communities.
Successful education systems are those that promote leadership at all levels, thereby encouraging teachers and principals, regardless of the formal positions they occupy, to lead innovation in the classroom, the school and the system as a whole. This report summarises evidence from the OECD Teaching and Learning International Survey and the OECD Programme for International Student Assessment that underpins the three themes of the 2015 International Summit on the Teaching Profession: school leadership, teachers’ self-efficacy and innovation in education. It also offers examples from around the world of how some schools are introducing innovative ways of teaching and learning to better equip students with the skills they need to participate fully in 21st-century global economies.
The S&T Statistical Compendium 2004 was prepared for the January 2004 meeting of the Committee for Scientific and Technological Policy (CSTP) at Ministerial level and mainly draws on databases, indicators and methodology developed by the CSTP’s Working Party of National Experts on Science and Technology Indicators (NESTI) Working Party, and compiled by the Directorate for Science, Technology and Industry (DSTI). It presents a wide selection of the most policy-relevant and internationally comparable indicators currently available in the field of science and technology.
The document looks at the state of science and technology in the OECD across four broad dimensions:
• Section A: Innovation and R&D.
• Section B: Human Resources in Science and Technology (HRST).
• Section C: Patents.
• Section D: Other areas (ICT, globalisation, industrial structure).
Science, technology and industry are in a period of change, reflecting an ongoing move to a knowledge-based economy. Rapid technological progress, driven by a productive scientific community and increasingly efficient business practices, the growing role of information and communications technologies (ICT), a continuing shift to services, and the globalisation of economy and society are among the key forces behind this transformation. The 1998 Science, Technology and Industry Outlook provides a broad and integrated assessment of this transformation process across the OECD area.
The reader will find a discussion of recent trends and prospects in science, technology and industry, based on comparative indicators, such as output, investment and productivity, research and development (R&D), patent activity and innovation and knowledge flows, and an overview of the broad changes in science, technology and industry policy across OECD countries. This 1998 edition also includes special thematic chapters on: the determinants of productivity performance; the impact of advanced technologies in traditional industries; recent changes in R&D expenditure and their impact on innovation and growth; and how ICT is improving performance in the science system.
A 50-page statistical annex updates OECD data on science, technology and industry and provides information on the main OECD databases covering these areas.
The impact of information technology, innovation and entrepreneurship on economic performance is the subject of heated debate. Despite the current economic downturn, changes in these factors have brought about crucial, lasting changes to the growth dynamics of OECD countries.
This special edition of the Science, Technology and Industry Outlook takes a closer look at the ways in which these factors are evolving and how they relate to each other. It examines the main problem areas and recommends a number of policy responses. The areas which receive in-depth consideration include policies to increase returns from ICT investment, software, telecom reform, raising returns from R&D, industry science relations, and policies to facilitate the entry of new firms as well as the exit of existing uncompetitive ones. A key message is that an improved performance requires coherent and comprehensive policy responses. While domestic policy must take the lead in many areas, some of the obstacles to communication, scientific development, innovation and entrepreneurship cannot be removed through national measures alone. The report highlights a number of issues which require international solutions that can only be implemented through improved international co-operation.
As the world interconnects, science, technology and innovation policies cannot be seen as standing alone. There is a growing interest from central banks and ministries of finance in improving the understanding of how science, technology and innovation create value in the form of increased productivity and profits, and contribute to the valuation of enterprises, and ultimately stimulate the growth and competitiveness of economies. This conference proceedings of the OECD Blue Sky II Forum describes some of the policy needs, measurement issues, and challenges in describing cross-cutting and emerging topics in science, technology and innovation (STI). It also presents ideas to exploit existing data and develop new frameworks of measurement in order to guide future development of STI indicators at the OECD and beyond.
This book offers a comprehensive assessment of the innovation system of Viet Nam, focusing on the role of government and providing concrete recommendations on how to improve policies that affect innovation and R&D performance.
This report looks at how scientific advice can best support crisis management during transnational crises, such as those provoked by natural hazards or pandemics. Scientific advice has an important role to play in all phases of the crisis management cycle - preparedness, response and recovery. It can be particularly valuable during the sense-making period when a crisis occurs and develops. However, this value is dependent on the quality and timeliness of the advice and most importantly its relevance to the decisions that crisis managers and policy-makers have to make during a crisis. Generating rigorous scientific advice requires access to relevant data, information and expertise, across scientific disciplines and across borders. Ensuring this advice is useful requires effective connections between scientific advisory processes and crisis management mechanisms, including at the international level.