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Artificial intelligence (AI) has the potential to make health care more effective, efficient and equitable. AI applications are on the rise, from clinical decision-making and public health, to biomedical research and drug development, to health system administration and service redesign. The COVID-19 pandemic is serving as a catalyst, yet it is also a reality check, highlighting the limits of existing AI systems. Most AI in health is actually artificial narrow intelligence, designed to accomplish very specific tasks on previously curated data from single settings. In the real world, health data are not always available, standardised, or easily shared. Limited data hinders the ability of AI tools to generate accurate information for diverse populations with potentially very complex conditions. Having appropriate patient data is critical for AI tools because decisions based on models with skewed or incomplete data can put patients at risk. Policy makers should beware of the hype surrounding AI and identify and focus on real problems and opportunities that AI can help address. In setting the foundations for AI to help achieve health policy objectives, one key priority is to improve data quality, interoperability and access in a secure way through better data governance. More broadly, policy makers should work towards implementing and operationalising the OECD AI Principles, as well as investing in technology and human capital. Strong policy frameworks based on inclusive and extensive dialogue among all stakeholders are also key to ensure AI adds value to patients and to societies. AI that influences clinical and public health decisions should be introduced with care. Ultimately, high expectations must be managed, but real opportunities should be pursued.

Public service leaders – senior civil servants who lead and improve major government functions – are at the heart of government effectiveness. They translate political direction into the policies and programmes that keep citizens healthy, safe, and economically productive. In order to do so, however, they need to have both the right skills and institutional support to deploy them effectively. This paper summarises insights from a recently completed project that addressed this challenge. First, the paper identifies four leadership capabilities that are necessary to respond to complex policy challenges: values-based leadership, open inclusion, organisational stewardship, and networked collaboration. Second, the paper outlines a model for assessing senior civil service systems, i.e. the policies, processes and tools needed to develop these capabilities and support leaders in using them. The paper concludes with recommendations to help governments take a systematic approach to the development and management of their public service leaders.

French

This literature review examines the research on early childhood education and care (ECEC) leadership and how leaders impact process quality in ECEC settings. Process quality refers to interactions and relationships between and among children and ECEC staff, and is a strong predictor of children’s learning, development and well-being. Research suggests that leadership plays a central role in improving and sustaining process quality in ECEC settings. This literature review presents findings about: 1) the functions, roles and structures of leadership in ECEC settings, 2) factors that may support or hinder leadership and its effectiveness, 3) working conditions and professional development for staff, and 4) how these factors might impact process quality. The results suggest that supports for ECEC leadership may be needed to strengthen areas such as leadership recruitment, preparation and professional development, credentialing and compensation, job design and further research.

According to the Commission recommendations, ISAE has recently restructured the methodological framework of its survey on firms operating in the Italian construction sector and in retail trade. The innovations specifically regard the sampling design and the weight system for both sectors; this last revision, in particular, allowed the reconstruction of the ISAE historical series. In the light of the changes introduced, first of all the aim of this paper is to analyze the cyclical features and to evaluate the "leading" performances of the new ISAE series with respect to the quantitative ISTAT data. Finally, we are going to build a "leading indicator" for both construction and retail trade in Italy. We first apply the NBER methodology in order to establish the main cyclical features of the series. Then we use cross-correlation analysis to estimate the extent to which the ISAE variables and the ISTAT series are correlated. Later on the Granger causality and out of sample tests were used to evaluate the forecasting performance of the ISAE series. On the basis of the results obtained, we finally build a leading indicator for both sectors, and test its performance comparing the results to those of the confidence index elaborated by ISAE.

This OECD working paper summarises leading practices for benefit sharing, workforce development, and business and governance development for and with Indigenous peoples. This work has been informed by the OECD’s programme of work on Linking Indigenous Communities with Regional Development, on Mining Regions and Cities and on Indigenous Employment and Skills Strategies. This working paper specifically aims to inform the Department of Infrastructure, Transport, Cities and Regional Development of Australia. The paper covers six key policy areas: i) Indigenous benefits funds and benefit sharing agreements, ii) Indigenous governance, iii) Indigenous entrepreneurship, iv) Indigenous education and training, v) Indigenous employment, and vi) Indigenous community programmes.

This article examines the role and usefulness of league tables that are increasingly used to measure and compare the performance of tertiary education institutions. The article begins with a general overview and a typology of league tables. It continues with a discussion of the controversies they have generated, including the basis and the range of criticism they have invited, the merit of indicators they use as measures of quality, and the potential conditions that place universities at an advantage or a disadvantage in ranking exercises. The paper ends with a discussion of implications of league tables for national policies and institutional practices both in the developing world and in industrial countries.

French

This paper analyses persistence and change in the regional league table of entrepreneurship performance in the United States in comparison with England and Wales and West Germany. It examines whether regional rankings in start-up and self-employment rates in the United States are as sticky over time as in these European countries over approximately century, half-century and 30-year periods, or whether the United States is different. It identifies the types of regions that improve markedly (“leapfroggers”) or decline sharply (“plungers”) in their league table positions and the reasons for these changes and compares the countries on these issues. The paper draws out policy implications on regional levelling-up of entrepreneurship activity. It also sets out an agenda for further research.

  • 14 Sept 2022
  • Denise Angelo, Samantha Disbray, Ruth Singer, Carmel O'Shannessy, Jane Simpson, Hilary Smith, Barbra Meek, Gillian Wigglesworth
  • Pages: 106
  • in OECD Education Working Papers

Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students’ learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative Promising Practices in Supporting Success for Indigenous Students, designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.

  • In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.
  • The more highly educated adults are, the more likely they are to continue with adult education and learning: about 70% of adults with a tertiary qualification participated, compared with just 27% among adults who did not complete upper secondary education.
  • Employed adults are more likely to participate in adult education and learning: in half of the countries, the difference in participation between employed and unemployed individuals is more than 15 percentage points.
  • Motivation encourages participation in adult education and learning: countries where a significant proportion of adults express a desire for more education also show the highest levels of participation.
French
This series is designed to make available to a wider readership selected studies drawing on the work of the OECD Directorate for Education. Authorship is usually collective, but principal writers are named. The papers are generally available only in their original language (English or French) with a short summary available in the other This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The opinions expressed in these papers are the sole responsibility of the author(s) and do not necessarily reflect those of the OECD or of the governments of its member countries. You can copy, download or print OECD content for your own use, and you can include excerpts from OECD publications, databases and multimedia products in your own documents, presentations, blogs, websites and teaching materials, provided that suitable acknowledgement of OECD as source and copyright owner is given. All requests for public or commercial use and translation rights should be submitted to [email protected].
Learning Study is a collaborative, action-research approach to improve the effectiveness of student learning by enhancing the professional competence of teachers. This is achieved through the collaborative construction of the pedagogical content knowledge enabling them better to teach specific objects of learning. Through inquiry and authentic learning by the teachers, it takes account of students’ prior knowledge in the lesson planning and so creates an authentic learning environment for the students. This paper explains how the Learning Study approach relates to the set of approaches known as “Lesson Study” and how it incorporates the principles for high quality learning proposed by the OECD project on Innovative Learning Environments (ILE) in its design and implementation. It examines how Learning Study helps to integrate the factors comprising innovative learning environments. It analyses the critical conditions that support its development and practice in schools and in professional learning networks and education systems in general.

A growing body of literature studies the effect of providing information about inequality to respondents of surveys on their preferences for redistribution. We provide a meta-analysis combining the results from 84 information treatments coming from 36 studies in Economics, Political Science, Psychology and Sociology. This meta-analysis complements and informs a broader project on perceptions of inequality and preferences for redistribution ( Does Inequality Matter? How People Perceive Economic Disparities and Social Mobility , OECD publishing, Paris, 2021). In the meta-analysis, we focus on in-survey experiments where a randomly selected group of respondents receive either information about the overall extent of inequalities, or about their position in the income distribution. The results show that providing information on inequality has a sizeable impact on people’s perceptions and concerns about inequality, but a rather small effect on their demand for redistribution. Inspecting the heterogeneity across treatments and outcomes helps explaining the small average effect on demand for redistribution, but the evidence is not yet conclusive about the potential explanations. We further show that correcting respondents’ misperceptions about their own position in the income distribution increases the preferences for redistribution for those who previously overestimated their position and decreases it for those who underestimated, although the effects are, on average, small.

This paper describes teacher strategies and experiences with interactive whiteboards (IWBs) and draws on the published research in this area to understand how a systemic approach to technology-based innovations in schools can contribute to quality education for all. It explores ways to support the cultural shift in teacher and learner roles that helps to integrate the technology effectively into classroom teaching. It begins by considering how the features of IWB technology might potentially be exploited in the primary or secondary school classroom to support subject teaching and learning. International experiences of implementing IWB programs are then described, mostly from the United Kingdom where integration efforts are the most prominent, and implications for future intervention efforts are examined. The review concludes by defining the organisational conditions for enhancing teacher commitment and thus the likelihood for successful change. In particular, the role of teacher professional development is foregrounded and characteristics of effective programmes are outlined. Some comments about the relative costs and benefits, and recommendations for policymakers, are made.

What have we learned from implementing results-based management in development co-operation organisations? What progress and benefits can be seen? What are the main challenges and unintended consequences? Are there good practices to address these challenges?

To respond to these questions this paper reviews and analyses the findings from various evaluations and reviews of results-based management systems conducted by members of the Development Assistance Committee (DAC), the OECD/DAC Results Community Secretariat and other bodies in the past four years (2015-2018). It also draws on emerging lessons from new methods for managing development co-operation results.

This analytical work aims to:

  1. identify recent trends in results-based management,
  2. explore challenges faced by providers when developing their results approaches and systems,
  3. select good practices in responding to these challenges that can be useful for the OECD/DACResults Community, considering new approaches, new technologies and evolving contexts.

This body of evidence will inform the development of a core set of generic guiding principles for results-based management in development co-operation.

Based on a review of previous research, the paper describes the distinctive characteristics of rural areas and communities and the factors typically associated with shaping students’ learning experience in rural contexts. Data from the OECD Programme for International Student Assessment (PISA) 2015 and the Teaching and Learning International Survey (TALIS) 2013 are analysed to examine differences in learning outcomes and education expectations between rural and urban students and to assess the extent to which challenges and opportunities in the provision of rural education are commonplace across OECD member and partner countries. To our surprise, some of the perceived challenges of providing rural education, such as an inadequate infrastructure or a lack of quality teachers, are far from universal. Rural-urban gaps in academic performance generally disappear after accounting for socio-economic status and rural students are less likely to expect completing a university degree than city students, but this gap in expectations persists even when rural students have a similar socio economic status, on average across OECD countries. This highlights the importance of raising aspirations and creating opportunities for rural students. The paper concludes with ideas for policy and country experiences that governments may consider to ensure high quality learning for students in rural contexts.

As school after school shuts down in the face of the Covid-19 crisis (in now more than 140 countries), online learning opportunities have been elevated from a bonus extracurricular facility to a critical lifeline for education.

Spanish, Japanese
With learning support staff an increasing part of the school workforce that is assuming more and more teaching related responsibilities, attention has grown as to how their skills and practices can have the greatest impact on students. “Learning support staff” are defined as those school staff whose main function is to assist the work of teachers. This paper reviews country approaches to the roles and responsibilities of learning support staff. It discusses the different mechanisms through which learning support staff can have an impact on teachers’ work and student achievement and reviews the related empirical evidence. While the available research provides mixed evidence on the impact of learning support staff on student achievement, it suggests that learning support staff may improve teaching and learning as long as adequate strategies for their training, deployment and use are implemented. There are several ways through which learning support staff may have a positive impact on student attainment. Students receive more individualised help and attention from either the support staff or the teacher; and the learning environment can be made more flexible possibly leading to increased engagement and inclusion of children in classroom activities. Also, teachers receive specialist support and assistance with their administrative and planning tasks, granting them more time for their core responsibilities.

In 2015, UN Member States and the international community more broadly endorsed the 2030 Agenda for Sustainable Development and the Agenda’s commitment to achieve the Sustainable Development Goals for everyone to leave no one behind. This working paper presents and analyses the findings of a survey circulated to members of the OECD’s Development Assistance Committee (DAC) between April and May 2018. The survey investigated the level and extent of commitment to leave no one behind in development co-operation policies, strategies and programming. It also gathered views and evidence from DAC members about the comparative advantage, opportunities, challenges and strategies for answering this pledge of the 2030 Agenda for Sustainable Development. The findings presented in this paper inform the analysis of the 2018 Development Co-operation Report: Joining Forces to Leave No One Behind.

This document addresses the extent to which existing legal provisions in OECD countries impact recourse to alternative dispute resolution (ADR) in relation to disputes arising out of business-to-consumer electronic commerce.
French
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