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This paper deals with the problematic nature of the transition between education and the workplace. A smooth transition between education and the workplace requires learners to develop an integrated knowledge base, but this is problematic as most educational programmes offer knowledge and experiences in a fragmented manner, scattered over a variety of subjects, modules and (work) experiences. To overcome this problem, we propose a design approach and shifting the educational focus of attention from individual learners to learning environments. The broader notion of learning environments facilitates transitions by establishing horizontal connections between schools and the workplace. The main argument of this paper is that combining or connecting aspects of school-based settings only is not sufficient to ensure learners will develop an integrated knowledge base. The concept and examples of “hybrid learning environment” show how formal, school-based learning and workplace experiences can be closely connected. The paper offers a framework of four coherent perspectives that can help to understand the complex nature of such environments and to design hybrid learning environments: the “agency perspective”, the “spatial perspective”, the “temporal perspective”, and the “instrumental perspective”. The framework is applied to three cases taken from vocational education in the Netherlands to describe what hybrid learning environments look like in contemporary educational practice.
Hungary’s newly-built German School of Budapest is adapted to its site, is safe and environmentally friendly, and has comfortable indoor areas that are tailored for its users, including those with physical disabilities. The school’s new three-storey building, put in operation in August 2001, caters to students in grades five through 12.
French
This article describes some current challenges for those making decisions related to educational facilities in Hungary, explains who should be involved in the design process and presents the make-up of the functional units of educational community centres.
French
The Hungarian government has recently been focusing on innovation policy as part of a wider campaign to improve the business environment. This paper first underscores the importance of a good general business climate in encouraging both formal and informal R&D activity as well as ensuring Hungary benefits from the international diffusion of innovation. In examining specific innovation policies, the new National Innovation System is described and an assessment is made of the National Innovation Fund and the Innovation Contribution used to fund it. Assessment of changes in R&D tax allowances and in the strategy for giving out grants for research is also made. The paper also looks at regulatory reform to improve industry-science links, including the government’s recent legislative changes that make it easier for universities to set up spin-off companies. The final section considers what further reforms are needed to help tertiary and compulsory education become more conducive to innovation and to encourage the deepening of human capital in general.

Humanitarian aid is a significant and growing dimension of Official Development Assistance (ODA). Meeting humanitarian needs caused by natural disasters or armed conflicts poses serious challenges for donors financing humanitarian action. Reforms to improve effectiveness and efficiency of humanitarian action are underway. The Principles and Good Practice of Humanitarian Donorship (GHD), endorsed in 2003 by 16 DAC governments and the European Commission, provides an opportunity for harmonising donor practice in this field. The DAC has agreed to take an active role in promoting GHD and since 2004, a GHD assessment framework has been applied in six Peer Reviews (Australia, Belgium, Germany, Norway, Sweden and Switzerland). This document summarises the findings and experience with the aim of assessing the usefulness of this approach.

This policy brief is part of a series of thematic policy briefs prepared as part of the OECD's Resourcing Higher Education Project. It examines the frameworks that govern the employment of academic staff in publicly funded higher education institutions in Israel. It compares these frameworks to those in place in comparable OECD higher education systems and draws on these comparisons, along with insights from discussions with higher education experts in Israel, to identify policy options for enhancing human resources policy in Israel’s public higher education system.

This article synthesises a selected literature on human capital formation and foreign direct investment (FDI) in developing countries. The aim is to take a bird’s eye view of the complex linkages between the activities of multinational enterprises (MNEs) and policies of host developing countries. In doing so, general trends, best practices and policy experiences are extracted to evaluate the current state of knowledge. The literature indicates that a high level of human capital is no doubt one of the key ingredients for attracting FDI, as well as for host countries to gain maximum benefits from their activities. Most developing countries, however, underinvest in human capital, and the investment that is actually taking place is unevenly distributed across countries and regions that have adopted different human resource development (HRD) policies. To improve human capital formation and thus to attract more FDI would therefore require a more coherent approach that takes host country constraints such as limited budgetary resources into account. One such approach is to provide strong incentives for MNEs and Investment Promotion Agencies (IPAs) to participate in formal education and vocational training even for workers employed by domestic firms. This allows HRD to be flexible and demanddriven. Another policy option is to facilitate human resource development (HRD) for small and medium-sized domestic enterprises which usually do not invest sufficiently in training of employees although these enterprises stand to gain most from education and training. In addition, FDI promotion policies can target high value-added MNEs that are more likely to bring new skills and knowledge to the economy that can be tapped by domestic enterprises. Lastly, it is important that key components of HRD policies, i.e. formal schooling and vocational education and training policies (post-formal schooling), are well coordinated so as to equip students with knowledge and skills that will later be complementary to training opportunities provided in the labour market.

Metagora’s pilot experience on land reform in South Africa is a case study for measuring the realisation of democracy and human rights in a complex practical context. This pilot designed and tested a survey methodology to take into account the varied nature of the South African land question, as well as the relevant but diverging views of a range of stakeholders. It addressed the particular needs of policy makers and civil society for evidence-based information on citizens’ differing experiences, perceptions, attitudes and aspirations around land.The likely policy impact of this approach was to contribute with evidence-based information and analysis to the development of a land reform policy based on principles, standards and people’s expectations of democracy, realisation of human rights and good governance.

French

This paper provides estimates of the stocks and flows of human resources in science and technology (HRST) in India, and their breakdown by education and occupation. Furthermore, the paper provides estimates of the number of highly skilled people moving to India and out of India during the 1990s, mainly to the United States. This part of the study also includes a brief, critical overview of Indian concerns on policy matters pertaining to various forms of migration of highly skilled professionals.

Regarding the stocks of highly skilled people in India, the paper estimates that in 1991, between 13 and 16 million people in India could be classified as HRST because of their qualification, a number which had grown to approximately 25 million in 2000. When expressed as a percentage of the population aged 15-64, this meant an increase of more than one percentage point, from between 2.5% and 3% in 1991 to just over 4% in 2000. In 1991, 10.2 million people could be categorised as HRST because ...

This study on Human Resource Management (HRM) in States Affected by Fragility and/or Conflict has been produced by the INCAF Secretariat in response to a request made by the INCAF Task Team on Implementation and Reform during its meetings of 25-26 March 2014. The purpose of this publication is to: - provide a shared understanding of HRM issues to policy makers and practitioners involved in states affected by fragility and/or conflict (SFC)2 - outline a set of common challenges faced by INCAF members in relation to HRM in SFC - serve as a peer-learning tool by sharing ideas and experiences on innovative practices and reforms among members of the OECD/DAC’s International Network on Conflict and Fragility (INCAF), or from other organisations working in SFC

This technical opinion paper represents the consensus of risk analysts in NEA member countries on the current state of the art of human reliability analysis (HRA) in probabilistic safety assessment (PSA) for nuclear power plants. The paper's objective is to present decision makers in the nuclear field with a clear technical opinion on HRA status as implemented in industrial PSAs. The intended audience is primarily nuclear safety regulators, senior researchers and industry leaders. Government authorities, nuclear power plant operators and the general public may also be interested.

This article provides an overview of the current use of biotechnology to produce human health products and short-term estimates of the number and types of these products that are likely to reach the market by 2015. Relevant health products include biopharmaceuticals, experimental therapies (e.g. cell/tissue engineering and gene therapy), small molecule therapeutics, diagnostics, bioinformatics (including DNA sequencing and pharmacogenetics), functional food and nutraceuticals, and medical devices. The analysis of current use is based on regulatory approval data and the current literature and includes a comparison of the additional therapeutic value of biopharmaceuticals compared to small molecule pharmaceuticals. The short-term estimates of the number and types of products that are likely to reach the market by 2015 are based, where possible, on an analysis of quantitative data on clinical trials. For several other products, including functional foods and nutraceuticals, it is not possible to make short-term estimates due to a lack of reliable data. While the biopharmaceutical share of all pharmaceuticals reaching the market is expected to remain very close to historical levels, biotechnology is expected to be used in the discovery, development, manufacturing, and/or prescribing of nearly all new drugs by 2015. In addition, the use of biotech based diagnostics (especially genetic testing), bioinformatics, and pharmacogenetics is likely to increase. In some cases, these technologies will be used to improve the safety and efficacy of clinical trials, to personalise prescribing practises, and to reduce adverse drug reactions.

This paper provides an overview of the social-psychological factors that are likely to influence the trust and acceptance of shared SAE Level 4 Automated Vehicles (AVs). It begins with a short summary of what influences users’ engagement in ride-sharing for conventional vehicles, followed by the factors that affect user acceptance and trust of robotic systems. Using studies of human robot interaction (HRI), recommendations are made on how to improve users’ trust, acceptance and use of shared AVs. Results from real-world studies and on-line surveys provide some contradictory views regarding willingness to accept and use the systems, which may be partly due to the fact that on-line users have not had actual interactions with AVs. We recommend that the pathway to adoption and acceptance of AVs should be incremental and iterative, providing users with hands-on experience of the systems at every stage. This removes unrealistic, idealised, expectations, which can ultimately hamper acceptance. Manufacturers may also use new technologies, social-networks and crowd-sourcing techniques to receive feedback and input from consumers themselves, in order to increase adoption and acceptance of shared AVs.

Since income is the return on wealth, the total wealth of any given country should be on the order of 20 times its GDP. Instead the average observed ratio from the balance sheet accounts of the System of National Accounts (SNA) is a factor of 2.6 to 6.6, depending on whether natural resource stocks are included in the balance sheet. The clear implication is that the SNA wealth accounts are incomplete, with the most obvious omission being human capital. Estimating the value of human capital using the lifetime income approach for a sample of thirteen (mostly high-income) countries yields a mean share of human capital in total wealth of 62% – four times the value of produced capital and 15 times the value of natural capital. But for selected high income countries in the sample there is still an average of 25% of total wealth which is unaccounted – it is neither produced, nor natural, nor human capital. This residual intangible wealth is arguably the ’stock equivalent’ of total factor productivity – the value of assets such as institutional quality and social capital which augment the capacity of produced, natural and human capital to support a stream of consumption into the future.

We construct a revised version of the Barro and Lee (1996) data set for a sample of OECD countries using previously unexploited sources and following a heuristic approach to obtain plausible time profiles for attainment levels by removing sharp breaks in the data that seem to reflect changes in classification criteria. It is then shown that these revised data perform much better than the Barro and Lee (1996) or Nehru et al. (1995) series in a number of growth specifications. We interpret these results as an indication that poor data quality may be behind counterintuitive findings in the recent literature on the (lack of) relationship between educational investment and growth. Using our preferred empirical specification, we also show that the contribution of TFP to cross-country productivity differentials is substantial and that its importance relative to differences in factor stocks increases over time ...

The main policy implication that emerges from this study is that subsidised education without at the same time provision for the creation of growth-enhancing jobs can be good for the individual but bad for growth (and presumably public finances). There is evidence of very high private returns to education, in the form of higher wages for degree holders, but also evidence that these returns are not always matched by social returns in the form of higher output. Governments need to ensure that educated men and women have incentives to work in occupations that contribute to social welfare. Admittedly, some of those occupations, such as the running of social services or the looking after of sick people, do not show up in growth statistics. But they are as valuable as those that do ...

This paper synthesises the existing literature on human capital formation and foreign direct investment (FDI) in developing countries. The aim is to take a bird’s eye view of the complex linkages between the activities of multinational enterprises (MNEs) and policies of host developing countries. In doing so, general trends, best practices and policy experiences are extracted to evaluate the current state of knowledge. The literature indicates that a high level of human capital is no doubt one of the key ingredients for attracting FDI, as well as for host countries to gain maximum benefits from their activities. Most developing countries, however, underinvest in human capital, and the investment that is actually taking place is unevenly distributed across countries and regions that have adopted different human resource development (HRD) policies. To improve human capital formation and thus to attract more FDI would therefore require a more coherent approach that takes host country ...

Today's students are growing up in a precarious natural environment. Climate change and the loss of biodiversity threaten the ecosystems that support life; a lack of clean water and sanitation imperils the health of hundreds of millions of people every day. While trained geoscientists, biologists and environmental scientists lead the way in shaping policies to reduce the impact of human activity on the global environment -and to have more equitable access to natural resources for all - informed citizens play an important role, too. Since individual actions have an impact on the environment, understanding scientific theories and being able to evaluate evidence can help people to make informed decisions about such daily choices as whether or not to leave the television on standby, what temperature to set the heat, and what kind of car to buy (or not). Learning about the environment early in a student's schooling can help to shape the way that person will interact with the environment as an adult.
French

This policy brief discusses the effects that the COVID-19 crisis could have on the future of science, technology and innovation (STI) and its policies. Factors shaping the future of STI include the unequal effects of the crisis on research and development (R&D) across sectors, the accelerated adoption of digital tools and techniques, and changes in the openness, inclusiveness and agility of research and innovation ecosystems. STI policy could see fundamental changes as resilience, environmental sustainability and inclusiveness become more prominent objectives on policy agendas. The crisis could also spur experimentation with new tools, policy approaches and governance models.

Spanish, Japanese, French

This paper presents the first international assessment of the Lightcast vacancy data representativeness based on benchmarking against officially reported vacancy data in Australia, Canada, the United Kingdom and the United States. The analysis compares distributions in the Lightcast data versus official data across large (TL2) regions, industrial sectors and occupational categories. The analysis shows differences in representativeness across countries and on the three dimensions considered. In general, regional representativeness is considerably better than both occupational and sectoral representativeness.

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