Browse by: "2012"
Index
Title Index
Year Index
The report is based to a large extent on existing OECD published material, in particular the latest edition of OECD Pensions at a Glance (2011) and the OECD Pensions Outlook 2012. It also draws on the OECD review of labour and social policy published in December 2011.
Council Directive 2011/70/Euratom of 19 July 2011 establishing a Community framework for the responsible and safe management of spent fuel and radioactive waste1 (Waste Directive) was adopted with the support of all member states of the European Union. Following the adoption of the Council Directive establishing a Community framework for the nuclear safety of nuclear installations in 2009 (Safety Directive), the Waste Directive represents another important step towards building and strengthening the most advanced possible legal framework for nuclear energy in Europe.
This paper presents an application of the SYMBOL model, which was recently developed by the European Commission. In this application, we assess the potential impact of a crisis in the banking sector on public finances in four EU Member States chosen as examples. Results show that two Member States have a relatively higher probability of being in a situation where government finances have to cover losses generated in the banking system.
- Chinese Taipei; Hong Kong, China; Korea and Singapore (the East Asian Newly Industrialised Countries or NICs) have been successful in attaining income convergence with high-income countries while Latin American countries remain caught in the Middle-Income Trap.
- The East Asian NICs pursued export-led growth by targeting strategic industries which facilitated gradual diversification and upgrading into new products that required similar skills and inputs.
- Comparing the experience of the NICs to Latin American economies reveals that successful diversification and upgrading of a country’s export structure requires coherent and complimentary policies in the areas of education, infrastructure, innovation and access to finance.
Neither the achievement of price stability, via the Monetary Policy Committee (MPC), nor the application of micro-prudential oversight, via the Financial Services Authority (FSA), led to overall financial stability. There is a gap that needs to be filled by a macro-prudential authority (M-PA), the Financial Policy Committee (FPC) in the United Kingdom. The only macro-prudential instrument used heretofore has been the publication of Financial Stability Reviews (FSR). While worthy, these have been ineffective. The M-PA should have the following powers: First, the power to alter the composition of Central Bank (CB) assets, by adding to (subtracting from) its holdings of claims on the private sector. The argument that such actions are ‘quasi-fiscal’, and should therefore not be undertaken, is not supported. Second, the power to adjust margins (Capital adequacy ratios, liquidity ratios, loan-to-value ratios, etc.) to influence the conduct of financial intermediation. The argument that the use of such powers puts the FPC in a difficult conflict with the Monetary Policy Committee (MPC) is not supported...
This paper represents the final OECD report for the European Commission project on “The jobs potential of a shift towards a low-carbon economy” (VS/2010/0618 – S12.576453).
Since the realisation, at the beginning of the 1900s, that exposure to ionising radiation could cause detrimental health effects, experts in the field have worked together to establish a scientific basis for describing radiation-related risks, to recommend practical principles for protection against radiation-related risks and to develop international standards and national regulations in this area.
- Nearly half of teachers believe that teacher appraisal and feedback are carried out mainly to fulfill administrative requirements and about 75% say that they would not receive any recognition for improving their teaching or for being more innovative.
- Although teachers view the appraisal of their work in positive terms, many of them do not get regular appraisals of their work. More than one in five teachers say they have never received appraisal and feedback from their school principal.
- Teachers who receive appraisals report implementing positive changes into their teaching.