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This paper outlines how the concept of LEDS has evolved in the climate policy discourse and explores how it could usefully add to the large number of existing strategies, action plans, and reporting documents that are already available. The paper outlines gaps that LEDS could fill, the elements it could contain, and how LEDS can be prepared to ensure that they are effective and efficient in delivering their intended goals. To derive early lessons and insights on experiences, challenges, and approaches adopted in the preparation of national climate change strategies and LEDS, this paper examines seven countries in detail: Guyana, Indonesia, Israel, Mexico, Nigeria, Thailand and the UK.
Each country will face its own specific challenges in preparing a LEDS. Common challenges are likely to include: advancing agreement across government on priority policies; obtaining and analysing reliable data on mitigation costs and climate change impacts; identifying and addressing barriers to implementation; and limited financial and human resources. Despite these challenges, the process of preparing a LEDS can facilitate working towards agreement across government on economic development and climate change priorities, and can help attract political support and funding, both domestically and from the international community.
This paper suggests that: (i) national communications be produced more frequently while their focus is streamlined; (ii) reporting guidelines be revised to improve transparency about mitigation commitments/actions/targets that countries have indicated to the international community as well as other obligations taken under the UNFCCC and subsequently; (iii) standard reporting formats be used for more of the information in national communications; (iv) a flexible reporting framework be established for non-Annex I countries, where the information in (and possibly timing of) national reports is “tiered” according to national circumstances; (v) an increased emphasis be placed on reporting of “key” issues; (vi) information routinely provided on adaptation measures and policies be formalised; (vii) reporting on “support” be increased and its structure improved; and (viii) in reports from non-Annex I countries, the provision of information that is already routinely provided be formalised.
This paper focuses on inequalities in learning opportunities for individuals coming from different socio-economic backgrounds as a measure of (in)equality of opportunity in OECD countries and provides insights on the potential role played by policies and institutions in shaping countries’ relative positions. Based on harmonised 15-year old students’ achievement data collected at the individual level, the empirical analysis shows that while Nordic European countries exhibit relatively low levels of inequality, continental Europe is characterised by high levels of inequality – in particular of schooling segregation along socio-economic lines – while Anglo-Saxon countries occupy a somewhat intermediate position. Despite the difficulty of properly identifying causal relationship, cross-country regression analysis provides insights on the potential for policies to explain observed differences in equity in education.