Browse by: "2007"

Human resources are recognised as being key to the creation, commercialisation and diffusion of innovation. Among them, doctorate holders are not only the most qualified in terms of educational attainment, but also those who are specifically trained to conduct research. Not much is known however about their career and mobility patterns on the labour market. This is why the OECD launched in 2004 a collaborative project with the UNESCO Institute for Statistics and Eurostat aimed at developing internationally comparable indicators on the careers and mobility of doctorate holders. An expert group with representatives from national statistical bodies was formed to develop the technical components of the project and start compiling data at national level. This document presents the three main technical components of the project which are: 1) the methodological guidelines; 2) a core model questionnaire and instruction manual; and 3) the output indicator tables used for reporting data at the international level. The current draft was discussed by the OECD Working Party of National Experts on Science and Technology Indicators (NESTI) in June 2007 and approved for broader diffusion. Its aim is to provide guidance to countries that wish to implement the project at national level. It is planned to work on a new and improved version following the outcomes of the data collection launched in November 2007.

This paper examines current market trends and regulation for IPTV and also provides information on developments in the provision of IPTV service in a number of OECD countries.

This study provides estimates of the private Internal Rates of Return (IRR) to tertiary education for women and men in 21 OECD countries, for the years between 1991 and 2005. IRR are computed by estimating labour market premia on cross-country comparable individual-level data. Labour market premia are then adjusted for fiscal factors and education cost. Returns to an additional year of tertiary education are, on average, above 8% and vary in a range from 4 to 15% in the countries and in the period under study. IRR are relatively homogenous across gender. Overall, a slightly increasing trend is observed over time. The study discusses various policy levers for shaping individual incentives to invest in tertiary education and provides some illustrative quantification of the impact of policy changes on those incentives.

The Belgian financial landscape has been transformed over the past two decades and now consists of a relatively large, well-functioning and internationally integrated financial sector contributing directly and indirectly, through its intermediary function, to long-term economic growth. One of the financial system’s key characteristics is the concentration of activity among a small number of financial conglomerates that offer a combination of banking and insurance services. Although this mix of activities may contribute to financial stability, it has led to a widespread commercial practice of crossselling, possibly dampening competitive pressures. Competition may also be hindered by regulatory policies in the markets of mortgage loans and consumer credit; although these policies aim at protecting consumers against the risk of over-indebtedness, they risk having the unintended consequence of increasing entry costs for new providers, thus hindering competition and innovation and hurting consumer interests. Besides regulatory policy, tax policy has also been used to shape the development of the financial system. Tax credits are granted to influence investment and borrowing decisions, notably to stimulate home ownership, encourage saving and stimulate private pension accounts. International experience suggests that such tax expenditures, while influencing the allocation of saving, have no obvious impact on the overall level of saving. However they result in significant tax expenditure and necessitate higher tax rates elsewhere. Reforms recommended in this paper would help to make a well-functioning system perform even better.

In this paper, we test whether the growth experience of a sample of OECD countries over the past three decades is more consistent with the human-capital augmented Solow model of exogenous growth, or with an endogenous growth model à la Uzawa-Lucas with constant returns to scale to “broad” (human and physical) capital. We exploit the different non-linear restrictions implied by these two models to discriminate between them. Using pooled crosscountry time-series data, we specify our growth regression by imposing cross-country homogeneity restrictions only on long-run coefficients, while letting the speed of convergence and short term dynamics to vary across countries. While there are indeed good reasons to believe in common long-run coefficients, given that OECD countries have access to common technologies and have intensive intra-industry trade and foreign direct investment, the theoretical models imply that the speed of convergence to the steady state differs across countries because of cross-country heterogeneity in population growth, technical change and progressiveness of the income tax. Therefore, standard dynamic fixed effect specifications, by imposing cross-country homogeneity restrictions on speed of convergence and short-run parameters, suffer from a heterogeneity bias and are not suited to implement our tests. The results suggest a strong effect of human capital accumulation: the estimated long-run effect on output of one additional year of education (about 6-9%) is also within the range of the estimates obtained in microeconomic analyses of the private returns to schooling. Our estimated speed of convergence is too fast to be compatible with the augmented Solow model, while is consistent with the Uzawa-Lucas model with constant returns to scale. This main finding is robust to several robustness tests.

This paper presents cross-section estimates of gross hourly wage premia on tertiary education. They are based on a unified framework for 21 OECD countries from the 1990s to the early 2000s and use international household surveys to maximise international comparability. The results of the “augmented” Mincerian wage equations point to an average hourly gross wage premium on completed tertiary education of 55% in 2001 (country-gender average), translating into a premium of close to 11% per annum of tertiary education. Wage premia display little variation over time but huge cross-country variation: at 6% they are lowest in Greece and Spain (men and women) as well as in Austria and Italy (women) while reaching 14%-18% in Hungary, Portugal, and in most Anglo-Saxon countries. Given that the wage premium is the single most important driver of private returns to education, the results presented here have potentially important implications for policies that aim at increasing investment in human capital.

The tertiary education system has been transformed from an elite-oriented system to a system providing tertiary education to a much larger share of each new generation. This re-orientation has contributed to raising education attainment in Belgium. However, in many respects the organisation of the tertiary education systems has not been changed fundamentally and economic incentives are only to a minor extent in place for securing the supply and quality of tertiary education. The system has come under strain, as revealed in the high failure rate among first-year students and the high incidence of subject change. There is thus a need for the system to adapt to be able to continue to support the improvement in educational attainment.

Fiscal federalism can be an important complement to structural reforms and budget consolidation. Empowering sub national governments, while at the same time making them accountable to local citizens in the uses of tax money, could improve the allocation of public resources and promote catch up of the lagging regions. Italy has launched itself in the federalist direction by decentralising spending, regulatory and tax powers in the late 1990s and reinforcing growing lower level responsibilities with a constitutional reform in 2001. The constitution has yet to be fully implemented, though the government has signaled its intention to do so. A stronger focus should now be put on the financing side, i.e. getting a better match between spending responsibilities and taxing powers so as to boost local autonomy and responsibility in line with the goals of federalist reforms. As the lower levels are fully in charge of health and long term care, they will face intense pressures due to population ageing, which is especially rapid in Italy, so that more tax bases should be devolved to them, especially as pension reform has reduced such pressures on central government. Redistributive mechanisms should be redesigned to improve fiscal effort, and Italy must decide in that context to what extent it can really afford to guarantee uniform national service levels – and conversely, how much regional differentiation of services it will tolerate in pursuit of higher efficiency. Framework conditions need to be strengthened, notably accounting standards which need to be upgraded and unified. Fiscal discipline under the Internal Stability Pact should be strengthened via better ex ante co-ordination and tougher sanctions ex post.

Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts for the influences of a large set of student, family, school, and country characteristics. The student-level data used in the analysis comes from the PISA 2003 international student achievement test that encompasses up to 265,000 students from 37 countries. Our results reveal that different facets of accountability, autonomy, and choice are strongly associated with the level of student achievement across countries. With respect to accountability, students perform better where policies are in place that aim at students (external exit exams), teachers (monitoring of lessons), and schools (assessment-based comparisons). The combined achievement differences amount to more than one and a half PISA grade-level equivalents. Students in schools with hiring autonomy perform better on average, while they perform worse in schools with autonomy in formulating their budget. School autonomy over the budget, salaries, and course contents appears to be more beneficial when external exit exams hold schools accountable for their decisions.

This study analyses the use of Internet and broadband in detail, showing that people’s socio-economic standing have a direct bearing on how they are used.

School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages.

One of the distinctive characteristics of the current globalisation process is the emergence of global value chains. Within global value chains and international production networks, not only are final goods traded internationally, but intermediate goods (parts and components) and, in recent years, services also increasingly are. This trend significantly alters the economic relations between countries and increasingly casts doubt on empirical indicators such as trade and FDI that are traditionally used to measure globalisation. Input-output tables may provide much finer detail in describing current globalisation as they offer information on the use of goods instead of the rather arbitrary classification schemes that divide goods into intermediate and other categories. Moreover, input-output tables also incorporate information on the use of services, enabling measurement of the increasing offshoring of service activities in today's business activities. Based on the OECD Input-Output Database, which includes harmonised tables for 38 countries (of which 10 emerging non-OECD economies), this paper brings together empirical evidence on the growing importance of global value chains and the increasing interdependence between countries. Input-output indicators are presented for individual countries and individual industries, aiming to demonstrate the changing characteristics of current globalisation.

L'une des principales caractéristiques de la mondialisation à l'oeuvre actuellement est l'émergence de chaînes de valeur mondiales. Le long de ces chaînes et à l'intérieur des réseaux de production internationaux, ce sont non seulement des biens finals qui font l'objet d'échanges internationaux, mais également de plus en plus des biens intermédiaires (pièces et composants) et, ces dernières années, des services. Cette évolution modifie en profondeur les relations économiques entre les pays et remet de plus en plus en question les indicateurs empiriques comme ceux du commerce et de l'IDE qui sont habituellement utilisés pour mesurer la mondialisation. Les tableaux d'entrées-sorties peuvent permettre d'affiner la description de la mondialisation en cours car ils renseignent sur les biens d'après leur utilisation au lieu de proposer des classifications arbitraires qui les subdivisent en biens intermédiaires et d'autres catégories. De plus, les tableaux d'entrées-sorties contiennent de l'information sur l'utilisation des services, ce qui permet de mesurer la délocalisation croissante des services dans les activités des entreprises aujourd'hui. À partir de la base de données entrées-sorties de l'OCDE, qui comprend des tableaux harmonisés pour 38 pays (dont 10 pays émergents non membres de l'Organisation), le présent document rassemble des données concrètes sur l'importance croissante des chaînes de valeur mondiales et l'interdépendance de plus en plus étroite des pays. Des indicateurs d'entrées-sorties sont présentés pour les différents pays et industries, dans le but de démontrer l'évolution des caractéristiques de la mondialisation que nous observons actuellement.