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Career guidance has never been seen as more important but what really makes a difference to the prospects of young people? This paper provides guidance to schools on how school leaders, teachers and guidance professionals can be most confident that they are providing useful support to students. It summarises available research on how schools can be most effective – and shares examples of how countries are helping to prepare young people to become career ready even at the most difficult times. In particular, it focuses on three important teenage attributes which act as indicators for whether they can be expected to do as well as possible in the jobs market. It matters:
- What teenagers think about their futures in work
- How they explore their potential futures at home or at school
- Whether they experience workplaces through part-time working, internships or volunteering.
Young people who think about, explore and experience potential future lives in work are much better placed to make decisions that are right for them and compete for available jobs. The paper summarises the key evidence, sets out principles underpinning more effective career guidance and shows how well students are doing in different countries. Finally, encourages interested policy makers and practitioners to stay in touch with OECD work that will conclude late in 2021 with the development of data-driven tools for practice.
Assuming that immigrants select destinations according to absolute returns to their observable and unobservable human capital, I present a human capital model of migration accounting for taxes, transfers and limited portability of skills. The model predicts both segmented sorting of migrants to countries with a compressed income distribution, with negative sorting increasing with lower portability and positive sorting increasing with portability. Sorting to countries with greater income dispersion increases unambiguously with host-country relevant skills. Migrants to countries with compressed incomes will hence be more likely to be either out of work or overqualified and low-paid compared to natives with similar observable skills, and compared to migrants to countries with greater income dispersion. Regressions results on data for 16 OECD countries from the OECD Survey of Adult Skills are in line with the model. Controlling for observable skills and characteristics, including a literacy test score, immigrants from countries that are less wealthy or further away in geographical and cultural distance are significantly more likely to be either out of work or overqualified and low-paid in high-benefit countries. Wage compression, generous transfers and high taxes, typical traits of the so-called “Nordic” or “Flexicurity” model, may therefore contribute to making immigrant integration more challenging.
Most students have the beliefs and dispositions to help them cope and learn in challenging situations. The current pandemic has been ongoing since early 2020. This has affected ways in which teaching and learning are organised. Schools have had to provide education in different ways from the past. A special survey conducted as a collaborative effort between the OECD, UNESCO, UNICEF and the World Bank showed that upper-secondary schools were fully closed for over 65 days in 2020 on average across OECD countries with available data. The special survey also showed that where school closures were needed many countries made major efforts to mitigate their impact on students, focusing especially on vulnerable students by providing remedial measures to reduce students’ learning gaps. Despite these efforts, recently released studies have shown that learning loss during the pandemic was most pronounced among socio-economically disadvantaged students and schools.
TALIS aims to measure two points of interest: the degree to which innovation is implemented in learning environments, and the conditions for innovation in schools and classrooms. The former is examined through teachers’ self-reports of how often they use specific practices in their teaching to help students build cross-curricular skills and think critically. Conditions for innovation are examined through indicators on how open teachers and schools are to innovation, as well as the need and participation in professional development activities that enable teachers to use innovative practices in their work. Information on both of these areas will be valuable to feed into evidence-based policy making for building teacher capacity to meet the demands of 21st century learning.
When surveying teachers on the multiple domains of leadership for learning, teachers cluster into three different patterns of responses correlated with teaching experience, job satisfaction, and workload stress. Examining these clusters of teacher response patterns, and how they relate to the other teachers in the school and the principal, provides a unique way of viewing the school climate around instructional improvement, and allows possible different options for policy or professional development to be considered.
Continuous professional development (CPD) is crucial for teacher’s professionalism, and affects teaching practices in the classroom. In addition, teachers’ self-efficacy and job satisfaction are higher when professional development has a positive impact on their work. Lifting barriers to participation in professional development by providing incentives and support structures, such as allocated time, as well as offering relevant professional development opportunities that meet teachers’ needs, are crucial for making CPD accessible and purposeful for teachers. Education systems could also build on effective forms of professional development, such as active learning and collaborative approaches, to improve the overall quality of professional development offered to the teaching workforce. These efforts can help teachers become lifelong learners and grow in their profession.
Within the equity in transport framework, this paper provides an overview on the rationale of using the needs-based approach for transport planning assessment. The paper is structured into three parts. First, the presentation of the needs-based approach using the inaccessibility index. Second, the interpretation of the index through the case of Barcelona. The focus will be on how the inaccessibility index allows us to capture relevant information on the satisfied mobility needs of different population groups (particularly for vulnerable groups of the population) through different transport modes. Finally, the potential incorporation into transport planning/assessment frameworks. This section discusses the ways in which the index could be implemented in two different contexts: ex-ante infrastructure evaluation and assessment of a deprived geographic area for transport strategic planning.
The automotive sector is important across OECD countries in terms of value-added and R&D, but is also heavily affected by the green and the digital transformations. This paper offers a novel and holistic view of the automotive sector and its surrounding ecosystem based on a combination of Inter-Country Input-Output (ICIO) tables, patent data, mergers and acquisitions (M&A) transactions, cross-country micro-distributed data and firm-level balance sheet data. It identifies the boundaries of this industrial ecosystem including connected sectors (e.g. upstream and downstream) as well as knowledge and technology providers (e.g. universities or the digital industry). The paper documents emerging trends at the geographical and technological levels and provides a comprehensive assessment of the ecosystem’s changing microstructure, with a growing role of young and digital-intensive companies. Finally, it provides recommendations for effective public policies to support the automotive ecosystem, with a focus on innovation, competition and the growth of young firms.
Russia’s war of aggression against Ukraine is demonstrating the new role of commercial space systems in crisis management. The improved availability of commercial satellite data and signals is contributing to the quality and resilience of government systems, with telecommunications and follow-ups of military actions and impacts on the ground for civilians. But the war has also revealed vulnerabilities of space infrastructure and in global supply chains. It also unleashed a series of new threats, notably unanticipated third-party uses of satellite data and disruptions of civilian telecommunications. Furthermore, the current geopolitical situation raises questions about the future of international co-operation in space activities, at a time when it is urgently needed to collectively manage the use of orbital resources. This policy note includes OECD recommendations for policy responses to improve the resilience of space infrastructure, manage access to and use of data and signals and ensure long-term sustainability of space activities.
Mobilising private sector funding is essential in bridging the infrastructure funding gap. This can be done by appropriate regulation, targeted public financial support, and active involvement by institutional investors. Creating an appropriate policy framework and lifting regulatory constraints on long-term investments will foster financial stability of retirement savings systems and enable the development of strategic infrastructure projects that contribute to long-term growth. As capital markets and bank funding have dried up as sources of infrastructure financing after the global financial crisis, finding alternative long-term debt sources is critical. Private infrastructure financing can be promoted by targeted public measures and by building an infrastructure management culture amongst asset managers. Infrastructure investments also require long-term policy planning, with long-term strategic policy frameworks that exceed political cycles and are built on wide political consensus. Stable and accessible programmes of infrastructure projects and public-private partnerships (PPPs) are key in attracting private sector investors, complemented by adequate regulation.