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With most students around the world having experienced remote learning over the past year because of the COVID-19 pandemic, the importance of teachers and schools has become all the more evident. Temporary school closures underline how richly students benefit from being in school with their teachers and classmates. Positive, High-achieving Students? What Schools and Teachers Can Do pinpoints some of the factors that make an effective teacher and school.
School heads in public institutions are required to work on average 7-8 hours a day, as is the case for most office-based jobs. The hours worked and the list of tasks and responsibilities vary widely across countries. On average across OECD countries, they earn more than teachers and other full-time tertiary-educated workers. However, more than half of school heads in the OECD countries are not satisfied with their salary and feel quite stressed due to heavy administrative workloads and responsibilities other than leadership and management.
This study looks at what happened to jobs at risk of automation over the past decade and across 21 countries.There is no support for net job destruction at the broad country level. All countries experienced employment growth over the past decade. Within countries, however, employment growth has been much lower in jobs at high risk of automation (6%) than in jobs at low risk (18%).
Low-educated workers were more concentrated in high-risk occupations in 2012 and have become even more concentrated in these occupations since then. In spite of this, the low growth in jobs in high-risk occupations has not led to a drop in the employment rate of low-educated workers relative to that of other education groups. This is largely because the number of low-educated workers has fallen in line with the demand for these workers.Going forward, however, the risk of automation is increasingly falling on low-educated workers and the COVID-19 crisis may have accelerated automation, as companies reduce reliance on human labour and contact between workers, or re-shore some production.
The U.S. population has become increasingly concentrated in large metropolitan areas. However, there are striking differences in between the performances of big cities: some of them have been very successful and have been able to pull away from the rest, while others have stagnated or even declined. The main objective of this paper is to characterize U.S. metropolitan areas according to their labor-market performance: which metropolitan areas are struggling and falling behind? Which ones are flourishing? Which ones are staying resilient by adapting to shocks? We rely on an unsupervised machine learning technique called Hierarchical Agglomerative Clustering (HAC) to conduct this empirical investigation. The data comes from a number of sources including the new Job-to-Job (J2J) flows dataset from the Census Bureau, which reports the near universe of job movements in and out of employment at the metropolitan level. We characterize the fate of metropolitan areas by tracking their job mobility rate, unemployment rate, income growth, population increase, net change in job-to-job mobility and GDP growth. Our results indicate that the 372 metropolitan areas under examination can be categorized into four statistically distinct groups: booming areas (67), prosperous mega metropolitan areas (99), resilient areas (149) and distressed metropolitan areas (57). The results show that areas that are doing well are predominantly located in the south and the west. The main features of their success have revolved around embracing digital technologies, adopting local regulations friendly to job mobility and business creation, avoiding strict rules on land-use and housing market, and improving the wellbeing of the city’s population. These results highlight that cities adopting well-targeted policies can accelerate the return to growth after a shock.
Empirical work described in this paper explains the daily evolution of the reproduction rate, R, and mobility for a large sample of countries, in terms of containment and public health policies. This is with a view to providing insight into the appropriate policy stance as countries prepare for a potentially protracted period characterised by new infection waves. While a comprehensive package of containment measures may be necessary when the virus is widespread and can have a large effect on reducing R, they also have effect on mobility and, by extension, economic activity. A wide-ranging package of public health policies – with an emphasis on comprehensive testing, tracing and isolation, but also including mask-wearing and policies directed at vulnerable groups, especially those in care homes – offer the best approach to avoiding a full lockdown while containing the spread of the virus. Such policies may, however, need to be complemented by selective containment measures (such as restricting large public events and international travel or localised lockdowns) both to contain local outbreaks and because implementing some of the recommended public health policies may be difficult to achieve or have unacceptable social costs.
Empirical work described in this policy brief explains the daily evolution of the reproduction rate, R, and mobility for a large sample of countries, in terms of containment and public health policies. This is with a view to providing insight into the appropriate policy stance as countries prepare for a potentially protracted period characterised by new infection waves. While a comprehensive package of containment measures may be necessary when the virus is widespread and can have a large effect on reducing R, they also have effect on mobility and, by extension, economic activity. A wide-ranging package of public health policies – with an emphasis on comprehensive testing, tracing and isolation, but also including mask-wearing and policies directed at vulnerable groups, especially those in care homes – offer the best approach to avoiding a full lockdown while containing the spread of the virus. Such policies may, however, need to be complemented by selective containment measures (such as restricting large public events and international travel or localised lockdowns) both to contain local outbreaks and because implementing some of the recommended public health policies may be difficult to achieve or have unacceptable social costs.
This paper examines the link between barriers to trade and investment and productivity performance, in the United Kingdom and selected European countries using both firm-level and sectoral data. Barriers to trade and investment appear to be a robust determinant of productivity in the long term. Control variables such as spending on R&D and human capital also play a role, though their effects depend on the way they are measured or on the sample. The results are robust across a range of productivity measures as well as to changes in the sectoral coverage and the set of controls.
For the first time, PISA 2025 will assess foreign language skills on a global scale. This paper provides a framework for collecting policy and contextual information on foreign language learning from students, parents, teachers, school principals and government officials. The framework will be used to guide the PISA 2025 Foreign Language Assessment questionnaire development, and to interpret and to produce policy-relevant analyses based on the data on 15-year-old students’ proficiency in foreign languages. For academics and practitioners, this paper provides a comprehensive picture of the factors influencing foreign language learning, based on an in-depth review of the international literature and past assessments in this area, and on discussions with experts in the field and OECD countries. The framework is centred around four policy domains: Government and school policies, Students and learning, Teachers’ training and profile, and Teaching practices. In addition, the framework addresses two transversal topics that overlap these four policy domains: Information and communication technologies, and the Use of the target language for instruction in other subjects.
Both the experience from previous economic crises and first indications on labour market and social outcomes during the current pandemic suggest that the COVID‑19 crisis is likely to have a disproportionate impact on immigrants and their children. This policy brief provides first evidence on how the pandemic has affected immigrants and their children in terms of health, jobs, education, language training and other integration measures, and public opinion, and describes host countries’ policy responses. It complements a previous brief on the impact of the pandemic on migration management.
Employers increasingly reach job seekers through online job postings, particularly for jobs requiring a higher education qualification. Job postings available online provide a rich source of real-time and detailed data on the qualifications and skills sought by employers across industries, occupations and locations. Using a sample of over 9 million job postings in four US states (Ohio, Texas, Virginia and Washington), this paper explores three questions. How does employer demand for graduate skills vary geographically, within and among occupations? For graduates in a general study field without a dedicated career vocational pathway, like sociology, what occupational clusters show evidence of employer demand, and what skills are sought? Given the high demand in the field of information and communications technology (ICT), are employers looking for ICT specialists open to hiring graduates from study fields other than ICT?
We find evidence of variation in occupational demand, and to some extent in skill demand, within occupational clusters across the four states. We identify three occupational clusters where sociology graduates are in most demand, with distinct skill profiles. We also find that, when filling ICT positions, a notable share of employers considers recruiting graduates from other fields of study while requiring those graduates have the right technical transferable skills.
Job posting data, we conclude, hold promise to complement existing labour market information systems and aid educators and policy makers in aligning labour demand and educational offerings. If analysed and disseminated effectively, such data could also assist students and workers in making learning and career decisions, for instance by identifying opportunities to build their own non-traditional path into high-demand, high-paying ICT occupations.
The COVID-19 crisis continues to impact education globally. According to UNESCO in mid-April 2020, 194 countries had closed schools nationwide, affecting almost 1.6 billion learners. By August 2020, there were still 105 country-wide closures affecting over a billion learners. Many educators have worked hard to sustain student learning and well-being. The form, intensity and success of those efforts vary across countries/economies, but digital technologies have emerged as a crucial prerequisite for success.
Digital technologies offer the potential to provide new opportunities and alternative approaches for learning. They can shape what people learn, how they learn, where they learn and when they learn and, especially, the type of interactions between teachers and students. However, the COVID-19 crisis arose at a time when most education systems were unprepared to make the most of the potential of digital technologies. This PISA in Focus looks at how prepared schools and students were to be learning remotely.
The COVID‑19 pandemic has posed two major risks to platform workers – exposure to the virus and income loss – compounded by the generally lower levels of access among platform workers to benefits compared with individuals in standard employment. This note examines the measures taken by platform companies to protect the health and the incomes of workers using their platforms during the pandemic, and captures the views of the platform workers regarding the adequacy of these measures.
The outbreak of COVID-19 and the unprecedented measures taken by many countries to slow down the spread of the coronavirus caused large economic and psychological costs. This paper uses real time survey data from two waves run at the end of March and in mid-April to provide a snapshot of the actual labour market outcomes in twelve countries. Our study reveals large cross-country differences. At the end of March, when large disparity existed in the diffusion of the pandemic and in the lockdown measures, a large share of employed individuals had stopped working in France (38%) and Italy (47%), but much less in Australia (13%) and the US (10%). Large differences remained in mid-April. Yet, some common patterns emerge. Labour market outcomes varied according to workers’ educational attainments and occupation types. College graduates and white collars worked more from home and less from the regular workplace. Instead, low educated workers and blue collars were more likely to remain in the regular work place or to stop working. Similar patterns emerge with respect to the workers’ (family) income. This evidence suggests that initial labour market effects of COVID-19 (and of the lockdown measures) may have contributed to increase pre-existing inequalities.
This policy brief was developed by the Secretariat of the OECD Network of Economic Regulators (NER) and is based on examples of practice submitted by members of the NER. It reviews emergency measures taken by economic regulators during the COVID-19 pandemic to ensure continuity of services in network sectors, as well as to adjust regulatory practices and adapt governance arrangements. It identifies long-term questions and implications of the crisis with regard to market structure, infrastructure investment and the role of regulators.
COVID-19 lockdowns have radically changed the working arrangements for millions of workers. But who are the workers best positioned to work from home? Drawing on data from the OECD Survey of Adult Skills (PIAAC), we show that workers possessing higher levels of skills are significantly more likely to telework in OECD countries. We show that while 30% of workers could telework across the OECD, the likelihood decreases for workers without tertiary education and with lower levels of numeracy and literacy skills. The findings raise important questions with respect to the extent to which the pandemic could exacerbate existing labour market inequalities, and the extent to which these inequalities could further worsen amidst intensified technology adoption in the pandemic’s aftermath.
This paper provides a structured overview of the existing parenting literature with the aim of developing an evidence-based and culture-sensitive framework of parenting and its influence on child development. The paper outlines how changes in the 21st century have altered family life and summarises evidence from 29 meta-studies and 81 quantitative studies for the developmental impact of different parenting styles and dimensions. Overall, results suggest that warm parenting that provides children with age-appropriate autonomy and structure is key for a healthy and prosperous development of children and adolescents across various domains. The parenting approach adopted by parents but also its effect varies and the paper points to various contextual (e.g. culture, socio-economic factors, support within the community and family) and individual (e.g. gender, personality and health condition of children and parents) factors explaining these variations. The paper discusses how a systematic consideration of such factors not only sharpens the scientific understanding of parenting and its impact but also helps improving family policies and support.
This paper evaluates green stimulus packages that were introduced in response to the global financial crisis (GFC) of 2007-08 and draws lessons relevant for greening the recovery from the Coronavirus (COVID-19) crisis. The paper underscores the importance of building in policy evaluation mechanisms into green stimulus measures. It also provides evidence that the implementation of sufficiently large, timely and properly designed green stimulus measures can generate economic growth, create jobs and bring about environmental benefits. However, there are also trade-offs between competing economic, environmental and social policy objectives, which underscores the importance of proper policy design.
While the economic benefits of education have been demonstrated in a number of areas, greater educational attainment is also positively associated with a variety of social outcomes that are important during the COVID-19 outbreak. Data collected before the outbreak show that people with a tertiary degree are less likely to report suffering from depression and they are more likely to be in contact with their friends and family physically and through the Internet. During the confinement period, the positive social outcomes of education are more important than ever in equipping individuals to face the crisis. Good mental health, a strong social network and a healthy lifestyle are all associated with the choices individuals made prior to COVID-19, and their choice of whether to continue with their education or not will have been amongst the most important.
In global emergencies like the coronavirus (COVID-19) pandemic, open science policies can remove obstacles to the free flow of research data and ideas, and thus accelerate the pace of research critical to combating the disease.
While global sharing and collaboration of research data has reached unprecedented levels, challenges remain. Trust in at least some of the data is relatively low, and outstanding issues include the lack of specific standards, co-ordination and interoperability, as well as data quality and interpretation.
To strengthen the contribution of open science to the COVID-19 response, policy makers need to ensure adequate data governance models, interoperable standards, sustainable data sharing agreements involving public sector, private sector and civil society, incentives for researchers, sustainable infrastructures, human and institutional capabilities and mechanisms for access to data across borders.