This paper provides detailed farm level data evidence on the dynamics of farm performance from case studies covering crop farms in Australia, France, Italy and the United Kingdom (England and Wales), and dairy farms in the Czech Republic, Denmark and Norway, with different recent sample periods of five to thirty years. An increase in productivity over time is common to all countries and most crop farm classes, but productivity dynamics vary significantly. In Australia, strong productivity growth among the most productive crop farms has led to an increase in the gap between the highest and lowest performing farms; whereas in France, Italy and the United Kingdom, productivity growth was weak among the most productive crop farms and the lowest performing farms closed the productivity gap. Productivity also increased among dairy farms, with an increasing gap between the most and the least productive farm classes in the three sample countries. The impact of policy changes on performance dynamics is analysed for decoupled payments in France and England, and dairy payments in the Czech Republic. The main findings across countries and policy implications are discussed in OECD Food, Agriculture and Fisheries Paper N°164.
The Welsh Government asked the OECD to undertake a targeted diagnostic study of Wales’ system for teachers’ Continuing Professional Learning (CPL). Drawing on findings from interviews with Welsh stakeholders and schools, as well as document review, the study team identified strengths and weaknesses of the continuing professional learning system in Wales, as well as opportunities and threats going forward.
This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to overcome the limitations of a cross-sectional, single-cohort design, multiple cycles of PISA data are combined. The fact that Austria and Scotland moved their testing period across cycles is also exploited. The results are used to establish a benchmark for other performance differences observed in PISA, such as gender gaps, socio-economic gaps or between-country differences.
Students in Scotland (United Kingdom) engage in learning through Curriculum for Excellence (CfE), which aims to provide them with a holistic, coherent, and future-oriented approach to learning between the ages of 3 and 18. CfE offers an inspiring and widely supported philosophy of education. Schools design their own curriculum based on a common framework which allows for effective curricular practices. In 2020, Scotland invited the OECD to assess the implementation of CfE in primary and secondary schools to understand how school curricula have been designed and implemented in recent years. This report analyses the progress made with CfE since 2015, building upon several months of observations in Scotland, the existing literature and experiences from other OECD countries. The OECD analysis and recommendations aim to support Scotland as it further enhances CfE to achieve its potential for the present and future of its learners. Just as Scotland’s Curriculum for Excellence was among the pioneers of 21st century learning, its most recent developments hold valuable lessons for other education systems and their own curriculum policies.
Sound and timely data and statistics are essential for designing better policies for better lives. When the right data are available and used by policy makers, they play a crucial role in managing crises, as revealed during the COVID-19 pandemic. They are also indispensable for transparent and accountable delivery of policies and services and to guide business and investment decisions in line with the Sustainable Development Goals (SDGs).
The first 2021 edition of the OECD’s Data for Development Profiles is a unique source of information and insights on how members of the Development Co-operation Committee (DAC) allocate official development assistance (ODA) to statistical capacity development and strengthening data ecosystems in low and middle income countries. By providing a comprehensive overview of members’ data and statistical policy priorities, strategies, funding, delivery modalities and partnerships, the profiles serve as a baseline for co-ordinating international support and highlight ways forward for greater impact and effectiveness.
Le Royaume-Uni, comme de nombreux autres pays, a été durement touché par l'épidémie de COVID-19. Le confinement strict, qui était indispensable pour contenir la pandémie, a provoqué l’arrêt de l'activité dans de nombreux secteurs clés. Si les restrictions se sont assouplies, le pays doit aujourd’hui faire face à des perturbations durables de l’activité et de l’emploi, qui risquent d’exacerber des problèmes préexistants comme la faiblesse des gains de productivité, les inégalités, la pauvreté des enfants et les disparités régionales. Les mesures actuellement prises pour prévenir une deuxième vague d’infections devront être soigneusement calibrées pour en gérer l’impact économique. Au départ, le pays se trouvait relativement bien classé dans de nombreuses dimensions du bien-être. Cependant, la croissance de la productivité et de l’investissement a été faible ces dernières années, et un ambitieux programme de réformes sera indispensable pour asseoir une reprise durable. Le départ du Marché unique européen, dans lequel l’économie est profondément intégrée, crée de nouveaux défis économiques. Les décisions prises aujourd’hui concernant la gestion de la crise liée au COVID-19 et les futures relations commerciales auront un impact durable sur la trajectoire économique du pays pour les années à venir.
THÈMES SPÉCIFIQUES : CRISE LIÉE AU COVID-19, SORTIE DE L’UE, PRODUCTIVITÉ
This policy brief discusses recent international policy experiences in developing e-learning and digital business diagnostic tools for entrepreneurs. E-learning tools can develop entrepreneurial knowledge, skills and competences among users and increase their confidence and success in business creation. Business diagnostic tools offer entrepreneurs ways to assess their business management practices against peer companies or good practices, building competence and diffusing good practice. This brief sets out considerations for the successful development and implementation of these tools. It presents eight international cases of tools and discusses the public policy lessons from these international experiences.
This report provides an assessment of the use of, and recommendations for scaling up, Nature-based Solutions to address water-related climate risks. The analysis is based on two country case studies carried out in Mexico and the United Kingdom. On the basis of a previously developed policy evaluation framework, the analysis identifies existing challenges as well as highlights emerging good practices with regard to policy design and implementation, governance, regulatory mechanisms, and technical and financial arrangements. The report’s findings support policy makers and practitioners in strengthening the use of Nature-based Solutions to tackle climate risks, with a special focus on water-related risks.
This dataset contains data on metropolitan regions with demographic, labour, innovation and economic statistics by population, regional surface, population density, labour force, employment, unemployment, GDP, GDP per capita, PCT patent applications, and elderly dependency ratio.
This policy brief uses online job vacancy postings as a partial indicator of the impact of COVID-19 on skills demand in five OECD countries (Australia, Canada, New Zealand, the United Kingdom and the United States) between January and November 2020. The pandemic, as well as containment and mitigation measures designed to halt its spread, had a large but heterogeneous impact on the demand for skills. By early May, the total volume of online job vacancies had fallen by over 50% in all the countries analysed with respect to the beginning of the year, with even larger declines in some sectors. However, the demand for specific skills in the healthcare sector and in logistics increased. There is also evidence of an increase in vacancies involving remote-working arrangements. The brief also shows that the crisis affected differently individuals with different levels of educational qualifications and that such effect differed across the countries analysed.
Este informe de políticas utiliza los anuncios de ofertas de empleos en línea como un indicador parcial del impacto del COVID-19 en la demanda de competencias en cinco países de la OCDE (Australia, Canadá, Estados Unidos, Nueva Zelanda y Reino Unido) entre enero y noviembre de 2020. La pandemia, así como las medidas de contención y mitigación para detener su propagación, tuvieron un gran pero heterogéneo impacto en la demanda de competencias. Para inicios de mayo, el volumen total de ofertas de empleo en línea había caído más de 50% en todos los países analizados con respecto a principios del año, con descensos aún mayores en algunos sectores. Sin embargo, la demanda de competencias específicas en el sector salud y logística aumentó. También hay evidencia de un aumento de las vacantes que implican acuerdos de trabajo remoto. El informe también muestra que la crisis afectó de forma diferente a personas con distintos niveles de cualificaciones educativas y que dicho efecto difiere entre los países analizados.
Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them.
This paper explores data and methods to assess the alignment or misalignment with climate mitigation objectives of investments in the construction and refurbishment of residential and non-residential buildings. It takes the United Kingdom (UK) as a case study, where such investments reached GBP 162 billion (EUR 184 billion) in 2019 or 39% of UK gross fixed capital formation. The analysis trials different reference points that lead to varying results and each currently come with limitations in terms of coverage or granularity.
Sector-level greenhouse gas (GHG) trajectories indicate that, in aggregate, investments in UK buildings have been insufficient, delayed or not aligned enough with caps set by UK Carbon Budgets, but such trajectories currently lack disaggregation for a more granular and insightful matching with investment data. Energy performance certificates (EPCs) allow for asset-level analyses: for instance, 79% of 2010-2019 investments in new built residential were in relatively energy efficient buildings but only 1% were consistent with more demanding recommendations towards the UK’s objective of reaching net-zero GHG in 2050. The coverage and reliability of EPCs, however, needs to be improved for older buildings, whose deep retrofitting is a major financing challenge. Applying Climate Bonds Initiative criteria for low-carbon buildings identifies investments eligible for green bond financing, but such criteria have partial sectoral coverage and are based on currently most efficient buildings within the existing stock, which makes them relatively easy to meet for investments in new built.
Producing more complete and policy relevant assessments of aligned and misaligned investments at national and sectoral levels requires the availability of and access to comparable and granular data on decarbonisation targets and pathways consistent with the Paris Agreement temperature goals, GHG performance of assets, corporate and household investments, as well as underlying sources of financing.
This dataset comprises statistics on different transactions and balances to get from the GDP to the net lending/borrowing. It includes national disposable income (gross and net), consumption of fixed capital as well as net savings. It also includes transaction components such as net current transfers and net capital transfers. Data are expressed in millions of national currency as well as US dollars and available in both current and constant prices. Data are provided from 1950 onwards.
Gross domestic product (GDP) is the standard measure of the value of final goods and services produced by a country during a period minus the value of imports. This subset of Aggregate National Accounts comprises comprehensive statistics on gross domestic product (GDP) by presenting the three different approaches of its measure of GDP: output based GDP, expenditure based GDP and income based GDP. These three different measures of gross domestic product (GDP) are further detailed by transactions whereby: the output approach includes gross value added at basic prices, taxes less subsidies, statistical discrepancy; the expenditure approach includes domestic demand, gross capital formation, external balance of goods and services; and the income approach includes variables such as compensation of employees, gross operating surplus, taxes and production and imports. Gross domestic product (GDP) data are measured in national currency and are available in current prices, constant prices and per capita starting from 1950 onwards.
Cities are not only home to around half of the global population but are also at the forefront of the transformation of jobs, skills and labour markets. Furthermore, cities play a leading role in the COVID-19 response, as the pandemic is not only accelerating megatrends such as digitalisation and automation that change the world of work, but is also challenging city economies. In London, COVID-19 has caused an unprecedented labour market shock, with several service sectors having been devastated. The crisis and its impact on employment and firms make skills development and adult learning more important than ever. London is the first major city within the OECD to introduce a comprehensive skills strategy. The report Future-Proofing Adult Learning in London, UK analyses London’s capacity to design effective adult learning programmes, which are critical for a strong and sustainable economic recovery and for preparing for the future of work. The report sheds light on major challenges facing London, especially in light of COVID-19, while also pointing to opportunities for London to design a future-ready adult learning system that responds to the impacts of the pandemic and aligns training to rapidly evolving labour market demands.
Cette base de données annuelles couvre un large éventail de statistiques sur le commerce international des pays de l'OCDE. Elle constitue une source fiable de données en valeur par produit et par pays partenaire. Chacun des trois premiers volumes des Statistiques du commerce international par produit présente les statistiques relatives à six pays, celles-ci étant publiées dès réception des données. Les quatrième et cinquième présentent sept pays et le sixième volume porte sur cinq pays ainsi que les deux groupements de pays de l'OCDE ; OCDE Total et UE28-Extra.
Pour chaque pays sont présentés des tableaux se référant aux sections et divisions de la classification Système Harmonisé SH 2012 (une et deux positions). Chaque tableau permet de visualiser à la fois les importations et les exportations des cinq années les plus récentes par produit pour plus de soixante-dix pays partenaires ou groupes de pays partenaires.
This reliable source of yearly data covers a wide range of statistics on international trade of OECD countries and provides detailed data in value by commodity and by partner country. The first three volumes of International Trade by Commodity Statistics each contain the tables for six countries, published in the order in which they become available. The fourth and fifth contain seven countries and the sixth volume includes five countries as well as the OECD country groupings OECD Total and EU28-Extra.
For each country, this publication shows detailed tables relating to the Harmonised System HS 2012 classification, Sections and Divisions (one- and two- digit). Each table presents imports and exports of a given commodity with more than seventy partner countries or country groupings for the most recent five-year period available.
The COVID-19 crisis is leading to reductions in work-based learning opportunities for vocational education and training (VET) students. This policy brief argues that VET programmes can be adapted to deliver practical components of VET in school-based settings when there is a persistent shortage of work-based learning opportunities. It also describes how innovative technologies such as virtual reality (VR), augmented reality (AR) and simulators can be utilised to facilitate school-based delivery of practical learning, but also to improve the effectiveness of face-to-face and online teaching in VET in the longer‑term.
This paper examines how local-level policies can strengthen entrepreneurship and innovation in the region of Cambridgeshire and Peterborough in the United Kingdom. It investigates the quality of the local entrepreneurship ecosystem for generating innovative start-ups and scale-ups and the regional conditions for generating positive industry transitions by supporting the strategic sectors of life sciences, information technologies, agri-tech and advanced manufacturing. Key areas of focus are on skills development, entrepreneurship development and knowledge exchange for local economic development. A number of policy recommendations are offered based on the analysis together with international inspiring policy practice examples.