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Overcoming administrative fragmentation to build an integrated public transport network is one of the main actions taken in the Madrid Region to improve mobility. The lack of a regional development plan and the poor linkages between transport and urban development policies are, however, the main obstacles to fostering accessibility. The paper argues that a regional development plan and spatial planning to underpin transport investment decisions are needed to make the most of transport infrastructure and foster growth, well-being and effective environmental policies. This paper aims to reveal policy lessons from the experience of the Madrid Region in fostering urban mobility and accessibility, which could inspire policy change in other EU cities.
OECD countries have developed various practices and policy approaches to promote inclusive education systems for students with special education needs (SEN), which include learning disabilities, physical impairments and mental disorders. Among the latter, Attention-Deficit/Hyperactivity Disorder (ADHD) is a particularly relevant: being often comorbid with other learning disabilities, it causes significant difficulties in academic and social outcomes to affected students. Compared to other disorders that can cause difficulties to students, ADHD is less consistently accepted as an impairing condition.
Mapping and analysing the key elements of diverse practices across OECD countries is fundamental to correctly define the situation of students with ADHD in education systems and the future direction of policy-making.
Through a holistic approach, the paper adopts the analytical framework developed by the OECD’s Strength through Diversity project: Education for Inclusive Societies to analyse policies and practices to include students with ADHD in education systems and promote their well-being.
Les enseignants se distinguent par leur travail dynamique et très diversifié. Ils ont souvent face à eux des élèves dont les besoins varient du fait de différences de niveau d’aptitude ou de styles d’apprentissage et qu’ils doivent aider par des commentaires personnalisés ou un soutien interpersonnel. La pandémie de COVID-19 a lancé de nouveaux défis : les enseignants ont dû innover pour communiquer avec leurs élèves, faciliter les processus d’apprentissage et suivre leur évolution sans être présent physiquement. Les interactions que les enseignants ont avec leurs élèves sont au coeur du processus d’enseignement et d’apprentissage, mais les relations et les interactions qu’ils ont avec leurs collègues constituent aussi une composante majeure de leur profession, que la pandémie a fortement ébranlée. La collaboration collégiale aide les enseignants à apprendre les uns des autres, à échanger leurs connaissances dans leur communauté professionnelle et, en fin de compte, à améliorer leurs cours et le soutien qu’ils peuvent apporter à leurs élèves.
This report presents policies and private sector initiatives for the electrification of urban delivery vehicles. Electric vehicles have low operational costs and the high mileage of delivery vehicles maximises net savings from converting a fleet. Insights on the total cost of ownership and the environmental footprint of electric fleets highlight broader benefits of electrification programmes for commercial vehicles.
The expansion of school-based sexuality education in most countries has taken place with a strong focus on conveying information about sexual and reproductive health. While this is important so too is addressing the actual social contexts where relationships develop and the normalcy of pleasurable sexual and affective encounters. This is not only aligned with the rights and best interest of children and adolescents, it is also a more effective way to improve sexual and reproductive health outcomes for all.
A positive and inclusive approach to sexuality education that addresses the actual social contexts of sex and relationships is assertive of the rights, dignity and safety of all individuals, irrespectively of their physical and intellectual ability, gender identity and expression, sexual orientation and sex characteristics.
This paper describes the methodology and data sources used to build a set of matrices mapping the location of profit and economic activity of multinational enterprises (MNEs) across jurisdictions. These matrices were originally designed for the purpose of assessing the effect of proposals for the reform of international corporate tax arrangements under consideration by the OECD/G20 Inclusive Framework on Base Erosion and Profit Shifting (BEPS). They could also serve other analytical purposes in the future. The set consists of a profit matrix and three matrices focusing on indicators of economic activity (turnover, tangible assets and payroll). Each matrix contains data spanning more than 200 jurisdictions (matrix rows) and broken down across more than 200 jurisdictions of MNE ultimate parent (matrix columns), focusing primarily on year 2016. The matrices combine data from a range of sources in a consistent framework, including newly available aggregated Country-by-Country Report (CbCR) data, the ORBIS database, and the OECD Analytical AMNE database. Gaps in data are filled using extrapolations based on macroeconomic data, including via a sophisticated procedure to extrapolate profit based on foreign direct investment (FDI) data. Extensive benchmarking has been undertaken to ensure consistency across the data sources and extrapolations used in the matrices.
This policy note is an updated version of the note published end April 2020. It updates indicators and the main socio-economic consequences of the COVID-19 crisis in Latin America and the Caribbean (LAC) and presents the main policy priorities to be achieved, taking into consideration the most recent evolution of the crisis. In 2020 LAC will be the most affected emerging and developing region in the world in terms of GDP growth and this crisis is hitting particularly the most vulnerable groups. Policy reactions have been bold, but further measures are needed.
Esta nota es una versión actualizada de la nota publicada a finales de abril del 2020. Se actualizan los indicadores y las principales consecuencias socioeconómicas de la crisis de Covid-19 en América Latina y el Caribe (ALC) y se presentan las prioridades de política que se deben lograr, tomando en consideración la evolución más reciente de la crisis. En el 2020, ALC será la región emergente y en desarrollo más afectada en el mundo en términos de contracción del PIB y esta crisis está repercutiendo de manera particularmente fuerte en los grupos más vulnerables.
The COVID-19 pandemic is expected to affect agricultural markets over the next decade. OECD analysis highlights how slower economic growth could affect food security, farm livelihoods, greenhouse gas emissions, and trade. The size of these impacts depends, among other things, on the severity of the drop in global GDP. Based on two scenarios for economic growth recovery, this brief describes how the economic shock from the pandemic could reverberate through the agriculture sector over the next decade.The COVID-19 pandemic is expected to affect agricultural markets over the next decade. OECD analysis highlights how slower economic growth could affect food security, farm livelihoods, greenhouse gas emissions, and trade. The size of these impacts depends, among other things, on the severity of the drop in global GDP. Based on two scenarios for economic growth recovery, this brief describes how the economic shock from the pandemic could reverberate through the agriculture sector over the next decade.
Dans le monde d’aujourd’hui, la mondialisation, l’innovation technologique et les migrations humaines ont rendu presque inévitables les interactions entre personnes de différents pays et cultures. Dans ce contexte, la capacité à communiquer dans plus d’une langue est devenu une compétence clé présentant d’importants avantages économiques pour les individus et les économies. Cependant, l’intérêt de l’apprentissage d’autres langues va au-delà de la simple amélioration de la communication : il favorise également la compréhension de la complexité des cultures et des langues, et permet aux élèves de découvrir d’autres visions du monde. Ce sont là des préalables importants à une participation active à notre monde de plus en plus globalisé. L’apprentissage d’une langue étrangère peut donc constituer un puissant outil pour accroître les compétences interculturelles, renforcer la coopération mondiale et découvrir des façons nouvelles et innovantes de penser et de travailler ensemble. Conscients de ces atouts, de nombreux pays accordent de plus en plus d’importance à l’enseignement des langues étrangères.
This country policy profile on education in Turkey is part of the Education Policy Outlook series. Building on the first policy profile for Turkey (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 Turkish 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 Greece is part of the Education Policy Outlook series. 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 Greece’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 France is part of the Education Policy Outlook series. Building on the first policy profile for France (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 the French 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 Portugal is part of the Education Policy Outlook series. Building on the first policy profile for Portugal (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 the Portuguese 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 Ireland is part of the Education Policy Outlook series. Building on the first policy profile for Ireland (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 Irish 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 Norway is part of the Education Policy Outlook series. Building on the first policy profile for Norway (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 Norwegian 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 Latvia is part of the Education Policy Outlook series. Building on the first policy profile for Latvia (2017), 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 Latvian 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 Finland is part of the Education Policy Outlook series. Building on the first policy profile for Finland (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 Finnish 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 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.
Ce profil de politique nationale sur l'éducation en France fait partie de la série Perspectives des politiques de l'éducation. S'appuyant sur le premier profil politique pour la France (2014), il offre une analyse concise de la situation actuelle du système éducatif en termes de points forts, de défis et d'efforts politiques en cours, et de sa comparaison avec d'autres systèmes. Le profil rassemble plus d'une décennie d'analyse des politiques par les Perspectives des politiques de l'éducation, ainsi que les dernières données de l'OCDE, les travaux thématiques et nationaux pertinents et d'autres données internationales et nationales. Il propose également une analyse des premières réponses du système éducatif français à la crise COVID-19 et donne un aperçu des approches visant à renforcer la réactivité et la résilience pour l'avenir.