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This report assesses the impact of digitalisation on competition by examining the evolution of mark-ups and multifactor productivity (MFP) across firms of different sizes. It finds that size is positively related to mark-ups and that this relationship has strengthened over time. This trend has been accompanied by an increase in the relative productivity advantage of larger firms and both changes are more pronounced in digital-intensive sectors, suggesting that digitalisation may be an underlying driver. Policy makers may need to consider appropriate responses if digital technologies affect larger and smaller firms in a heterogeneous manner.

GDP per capita in Lithuania rose from one third to two thirds of the OECD average level between 1995 and 2014, despite internal and external crises. Productivity catch-up was critical to this process, although the level of labour productivity also remains around one-third below the OECD average. Further productivity gains will partly rely on improvements in resource allocation. In particular, the Lithuanian government should promote better governance of state-owned enterprises, more effective bankruptcy procedures and new forms of business financing. However, convergence will also require policy settings that encourage advances in within-firm productivity growth. Improvements to the quality of education at all levels and increasing the role of workplace training will be important. So too will be further measures that support the innovation capacity of the business sector, including innovation policies that promote the absorptive capacity of firms and do not favour incumbents at the expense of young businesses. This Working Paper relates to the 2016 OECD Economic Survey of Lithuania (www.oecd.org/eco/surveys/economic-survey-lithuania.htm)
There is widespread recognition that climate finance needs to be scaled up from its current levels. However, there is no clear view on how developed countries can efficiently and effectively mobilise further climate finance to meet the needs of developing countries. Developed countries have committed to mobilise USD 100 bn per year of climate finance for developing countries by 2020 from a variety of sources. These include both public and private finance, thus the private sector is likely to play a significant role in the mobilisation of climate finance to meet this commitment. This paper explores how scale-up and replication of effective climate finance interventions efficiently mobilise private climate finance. The interventions examined in the paper have already been, or are being, scaled up or replicated. Scaling-up and replication of such climate finance interventions could be an efficient way to increase the private sector’s interest in mobilisation of climate finance, and thus to make progress towards the USD 100 bn per year goal by 2020. The paper draws lessons from selected mitigation and available adaptation case studies at project- and programme-levels as well as from experience with international climate funds. The paper examines three key aspects needed to scale up and replicate climate finance. The first is the institutional structures and decision-making framework of the climate finance source, its aims, the scale at which it operates and how barriers to scaling-up and replication have been addressed. Second, the paper explores how demonstrating effective low-carbon, climate-resilient technologies and systems can facilitate scale-up and replication. Third, the paper discusses the influence of policies to enhance domestic enabling environments for scaling-up and replication.

National development banks (NDBs) and development finance institutions – domestically focused, publicly owned financial institutions with a specific development mandate – are poised to play a role in bridging the investment gap for climate-compatible infrastructure in developing countries. But delivering on the Paris Agreement will require NDBs to transition from their traditional role as ‘financer’ to ‘mobiliser’ of investment for infrastructure, and to be better recognised in the international climate and development finance landscape. This paper highlights the role of NDBs drawing from case studies of the Brazilian Banco Nacional de Desenvolvimento Econômico e Social and the Development Bank of Southern Africa. As such, it provides important impetus to the international discourse on decisive climate action.

Active labour market policies (ALMPs) that connect people to jobs will help to ensure an equitable and sustained recovery from the COVID‑19 crisis. Already in 2020, many governments reacted swiftly to the crisis by increasing funding for their public employment services (PES), training programmes and measures to increase labour demand. This has allowed the PES to hire additional staff and expand remote and digital accessibility to ensure service continuity. However, additional resources are needed in 2021 and the years to come to ensure that high-quality employment services and programmes can be effective in fostering a quick reintegration of the many jobseekers into the labour market. This policy brief highlights how OECD and a number of other countries have responded to the crisis in adapting and expanding the provision of employment services.

Infrastructure investment has been low in Brazil over the last decades, leaving significant gaps in all infrastructure sectors. To close these gaps, public investment will need to increase and become more effective, while additional private resources need to be mobilised. Improving strategic planning and effectively translating it into budget allocations over time would increase the quality of infrastructure projects. Promoting foreign participation in public procurement would raise competition and value for public money, while strengthening the governance of SOEs would enhance the quality of infrastructure services. Minimising policy and judicial risks would help to leverage more private infrastructure financing, including at longer maturities, while ensuring an adequate risk sharing between public and private actors.

Four scenarios for the global trading system in the 1990s are outlined and their implications for developing countries considered: (i) further development of a GATT-based trading regime; (ii) development of a world of trading blocs -- where the critical issue is not whether they will emerge (they will) but whether they become "building blocks" for a more integrated global system or "stumbling blocks" that cause the system to fragment; (iii) development of a system of managed trade, where political forces would dominate outcomes and which could evolve out of the friction between Japan and the United States or Europe; and (iv) movement beyond GATT and dealing with international problems "at the borders" toward a system of deeper global harmonisation in such areas as competition policy, standards, regulatory practices and technology policies.

The answer to the question of which of these scenarios will predominate is of growing importance for developing countries, both because of ...

This paper reports on the development and application of a model used to estimate the costs of scholarly communication (i.e. scholarly publishing and related activities) in Australian higher education. A systems perspective was used to frame a review of the literature on the costs involved in the entire scholarly communication value chain and inform the development of a scholarly communication system cost model. This paper presents estimated scholarly communication costs for higher education institutions in Australia, based upon the modelling, local data collections and stakeholder consultation, that may prove useful in the management of institutional budgets and priorities. It represents the first systematic attempt to estimate the costs of scholarly publishing related activities in Australia, and it could be easily applied elsewhere.

French
School systems aspire to provide equal opportunity for all, irrespective of socio-economic status (SES). Much of the criticism of recent school reforms that introduce accountability, autonomy, and choice emphasizes their potentially negative consequences for equity. This report provides new evidence on how national features of accountability, autonomy, and choice are related to the equality of opportunity across countries. We estimate whether student achievement depends more or less on SES in school systems employing these institutional features. The rigorous micro-econometric analyses are based on the PISA 2003 data for more than 180,000 students from 27 OECD countries. The main empirical result is that rather than harming disadvantaged students, accountability, autonomy, and choice appear to be tides that lift all boats. The additional choice created by public funding for private schools in particular is associated with a strong reduction in the dependence of student achievement on SES. External exit exams have a strong positive effect for all students that is slightly smaller for low-SES students. The positive effect of regularly using subjective teacher ratings to assess students is substantially larger for low-SES students. The effect of many other accountability devices does not differ significantly by student SES. School autonomy in determining course content is associated with higher equality of opportunity, while equality of opportunity is lower in countries where more schools have autonomy in hiring teachers. Autonomy in formulating the budget and in establishing starting salaries is not associated with the equity of student outcomes. Inequality of opportunity is substantially higher in school systems that track students at early ages.
Accountability, autonomy, and choice play a leading role in recent school reforms in many countries. This report provides new evidence on whether students perform better in school systems that have such institutional measures in place. We implement an internationally comparative approach within a rigorous micro-econometric framework that accounts for the influences of a large set of student, family, school, and country characteristics. The student-level data used in the analysis comes from the PISA 2003 international student achievement test that encompasses up to 265,000 students from 37 countries. Our results reveal that different facets of accountability, autonomy, and choice are strongly associated with the level of student achievement across countries. With respect to accountability, students perform better where policies are in place that aim at students (external exit exams), teachers (monitoring of lessons), and schools (assessment-based comparisons). The combined achievement differences amount to more than one and a half PISA grade-level equivalents. Students in schools with hiring autonomy perform better on average, while they perform worse in schools with autonomy in formulating their budget. School autonomy over the budget, salaries, and course contents appears to be more beneficial when external exit exams hold schools accountable for their decisions.
In recent years, many schools have grown into more autonomous organisations and have become more accountable to students, parents and the public at large for their outcomes. PISA results suggest that, when autonomy and accountability are intelligently combined, they tend to be associated with better student performance...
French
The national organisation responsible for school buildings in Greece has been converted into a public limited company. The School Building Organisation (SBO) was established in 1962 to design and construct new buildings and provide educational equipment. In 1998 the SBO was transformed into an S.A. (Société Anonyme) supervised by the Greek Minister of Education with the Greek state as the sole shareholder.
French
Greece’s School Buildings Organisation (SBO) is developing bioclimatic pilot schemes which are yielding positive results. Bioclimatic action has been one of the principal priorities of Greek school infrastructure planning since 2004. Among the activities undertaken by SBO to use renewable energy sources in school buildings is a pilot project to design and install a photovoltaic system in a secondary school in Athens.
French
To get a picture of the impact of the current economic and financial crisis on educational building programmes so far, the OECD Centre for Effective Learning Environments (CELE) has been conducting a survey of member countries and regions. The survey focuses on three main issues: the impact of the crisis on publicly funded projects, the impact on projects funded by private finance initiatives or through a public-private partnership, and the extent to which the crisis has affected the construction industry’s ability to build schools.
French
This report discusses the most relevant issues concerning school choice schemes, and how they intertwine with equity considerations, through a literature review and analysis of the effects different types of school choice programmes have on equity. In the last 25 years, more than two-thirds of OECD countries have increased school choice opportunities for parents. The empirical evidence reviewed here reveals that providing full parental school choice results in further student segregation between schools, by ability, socio-economic and ethnic background, and in greater inequities across education systems. The report identifies certain characteristics of programmes that can prevent schools from hand-picking their students - crowding out disadvantaged and low performing students. As school choice is here to stay, countries should explore choice designs that balance parents’ freedom to choose with equity considerations: this report develops two particular schemes: controlled choice programmes – also called flexible enrolment schemes – and weighted funding formula.
The following is taken from the “Annual School Construction Report, January 1999” written by John B. Lyons of the United States Department of Education.
French
What link can be established between successful teaching and learning, and school design? Three examples of large-scale school construction and renovation projects in France may go some way towards answering this question.
French
This paper examines the current academic and policy literatures concerning school evaluation in primary and secondary education within the OECD countries. First, it provides a typology of the existing systems of school evaluation across the OECD. It encompasses the diverse criteria and instruments commonly used to carry out schools evaluation, as well as the players involved in the design and implementation of school evaluation. It also describes potential consequences for schools. Second, this paper analyses how school evaluation schemes are interrelated with other components of the evaluation framework, such as teacher evaluation and system evaluation. The potential complementarities, duplication and inconsistency of objectives stemming from these interrelations are discussed. Third, this paper presents the advantages and drawbacks of different approaches to school evaluation, the resistance and implementation difficulties resulting from misalignment of interests between different stakeholders, and possible ways to overcome impediments to implementation. Finally, it reviews the quantitative and qualitative evidence available on the impact of different school evaluation schemes on school performance, student learning and the incentives for the teaching staff. It concludes by considering the circumstances under which school evaluation schemes seem to be more conducive to school improvement. The effectiveness of school evaluation schemes relies on developing competencies for evaluation and for using feedbacks. Alignment of stakeholders' interests is also critical to have the support of those being assessed.
Many Latin American countries are undertaking projects, in line with practices disseminated by PEB, to share school facilities with the local community, to adapt traditional schools for students with disabilities, and to collaborate with private companies to finance educational buildings. The articles below describe current initiatives in five countries: Argentina, Brazil, Chile, Mexico and Venezuela.
French
This study provides a literature review on school funding formulas across OECD countries. It looks at three salient questions from a comparative perspective: i) What kind of school formula funding schemes exist and how are they used, particularly for promoting the needs of socially disadvantaged pupils?; ii) How do school formula funding regimes perform according to equity and efficiency standards?; iii) What are the unresolved issues? Formula funding of schools, as opposed to administrative discretion and bidding, relies on a mathematical formula containing a number of variables (e.g. number of pupils), each of which has attached to it a cash amount to determine school budgets. Across OECD countries there are four main groups of variables in such formulas: i) student number and grade level-based; ii) needs-based; iii) curriculum or educational programme-based and; iv) school characteristics-based. Sometimes output and outcome-related variables are also used. The performance of formula funding compared to alternative funding regimes is dependent on the details of the formula and on the wider education policy environment. Formula funding systems typically advance transparency and accountability at low administrative costs and in combination with matching complementary policy tools they can also contribute to equity and efficiency. Currently, there are several ongoing debates across OECD countries: First, there is an inherent tradeoff between transparency/simplicity and sensitivity to local conditions/complexity. Second, knowing how much educating to a given standard costs is problematic and subject to heated debates. The main reason for this is that the causal relationship between education costs and student performance is largely unknown and even the identified impacts appear to be relatively small. Third, even though resources are allocated according to need estimation, they might not be devoted to these needs. Fourth, it is still undecided whether the introduction of school formula funding regimes has changed actual school funding practice.
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