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Publications


  • 4-March-2024

    English

    Facts not Fakes: Tackling Disinformation, Strengthening Information Integrity

    Rising disinformation has far-reaching consequences in many policy areas ranging from public health to national security. It can cast doubt on factual evidence, jeopardise the implementation of public policies and undermine people's trust in the integrity of democratic institutions. This report explores how to respond to these challenges and reinforce democracy. It presents an analytical framework to guide countries in the design of policies, looking at three complementary dimensions: implementing policies to enhance the transparency, accountability, and plurality of information sources; fostering societal resilience to disinformation; and upgrading governance measures and public institutions to uphold the integrity of the information space.
  • 4-March-2024

    English

    Performance-Informed Budgeting in Flanders, Belgium

    Since 2014, the Flemish government has undertaken a series of reforms of its budgetary system, including the implementation of performance-informed budgeting, which includes both the implementation of spending reviews and performance budgeting. The aim of the reforms is to better integrate policy development and resource allocation and improve the accountability and transparency of the Flemish public sector. This report takes stock of performance-informed budgeting practices in Flanders. It provides an assessment of their key strengths and highlights where improvements can be made. Finally, it includes recommendations to further strengthen the approach to performance-informed budgeting in Flanders.
  • 4-March-2024

    English

    Reforming school education in Romania - Strengthening governance, evaluation and support systems

    Romania’s education system is at a turning point. In 2023, the government passed a new law on school education that sets out significant changes to how schooling is provided, governed and resourced. These changes come at a critical time for the country’s development. While Romania is one of Europe’s fastest-growing economies, its education outcomes remain among the lowest in the European Union. The measures in the new law are crucial for ensuring quality education, fostering economic growth and enhancing inclusivity. This policy perspective offers recommendations on how to take forward planned reforms. It focuses on four specific sets of policies that will be instrumental in improving school quality and equity: school evaluation and support; resources for education; the teaching profession; and the data and monitoring system. At the centre of these are proposals to make teaching a highly skilled and rewarding profession by better connecting performance, promotion and pay, and progressively strengthening schools’ pedagogical leadership through developmental school evaluations and support. At a strategic level, Romania will need a step change in how education policies are funded and evaluated. This implies more strategic planning and budgeting to align resources with long-term policy priorities, and much-expanded analytical capacities to monitor and evaluate implementation and outcomes and hold institutions accountable.
  • 4-March-2024

    English

    Cross-border investment into low-carbon infrastructure - An empirical glance

    This working paper provides a granular overview of investments into low-carbon infrastructure, both in the real economy and financial market. The descriptive analysis shows that there is room to scale up cross-border infrastructure investment and to shift investment into low-carbon assets. Specifically, low-carbon cross-border investment can be increased by shifting infrastructure investments, that currently flow into the financial economy, to the real economy and by incentivising the use of financing instruments, i.e., securitised products, that bundle projects and meet different liquidity tastes of investors. The analysis also highlights the important role of foreign direct investment (FDI) into infrastructure from foreign real economy companies.
  • 1-March-2024

    English

    PISA 2022 Technical Report

    The Programme for International Student Assessment (PISA) is one of the largest and most comprehensive comparative education studies in the world. A wide variety of countries and economies worldwide collect information on student performance, school environment, and other relevant variables using standardized, uniform procedures that assure the results are comparable and meaningful. This Technical Report has been prepared by those who implemented PISA during its 2022 cycle to provide transparency to these procedures and to the statistical and mathematical methods that underpin the comparability and validity of PISA 2022 results.
  • 1-March-2024

    English

    Measuring subjective well-being across OECD countries

    Thanks to the large investment of official data producers in OECD countries, measures of subjective well-being have become increasingly robust and meaningful from a policy perspective. In the ten years since the OECD published its Guidelines on Measuring Subjective Well-being, the inclusion of subjective well-being indicators in national measurement frameworks and household surveys has grown. Country practice has converged around a standard measure of life satisfaction, however affective and eudaimonic measures of subjective well-being remain less harmonised. This policy insights, along with its accompanying working paper, identify priority areas for future OECD work by marrying the practical concerns of data collectors with good practice as identified by the academic literature.
  • 29-February-2024

    English

    The state of academic careers in OECD countries - An evidence review

    The evidence review examines the state of academic careers in higher education systems in OECD countries, providing an overview of available data, research evidence and examples of policy and practice. Key concerns for academics and policy makers include the working conditions of academics, an increasing reliance on precarious and casual contracts, high workloads and negative impacts on work-life balance. Career incentives currently tend to focus on – and favour – research output, often side-lining teaching, engagement, and other duties. Initial academic training generally fails to prepare academics comprehensively for their roles, and more continuous professional learning will likely be needed to support academics to exploit the potential of increasingly digitalised learning environments. Although flexibility in academic career paths has been promoted in some higher education systems, academics tend to remain in academia, with limited inter-sectoral mobility. The review highlights the persistent under-representation of – and challenges confronting – women and marginalised groups in academia. Despite the growth of international mobility and collaboration, the participation of academics in internalisation activities varies considerably within and between institutions and across higher education systems. Furthermore, a troubling decline in academic freedom over the past decade raises substantial concerns.
  • 29-February-2024

    English

    Challenging Social Inequality Through Career Guidance - Insights from International Data and Practice

    This report explores how school-level career guidance systems can more effectively respond to social inequalities. It draws on new analysis of PISA and PIAAC data and builds on the OECD Career Readiness Indicators to review the impact of inequalities related primarily to socio-economic background, gender and migrant status/ethnicity on the character of education-to-work transitions. The data analysis identifies additional barriers facing certain demographic groups in converting human capital into successful employment. It also finds that teenage access to career development is strongly patterned by the demographic characteristics of students. Consequently, the report highlights a range of career guidance interventions that can be expected to mitigate the negative impact of inequalities on student outcomes, enabling fairer access to economic opportunities. The report concludes by reviewing how the innovative new Career Education Framework in New Brunswick (Canada) systematically addresses inequalities within K-12 provision.
  • 29-February-2024

    English

    Managing choice, coherence, and specialisation in upper secondary education

    With a far greater share of the student cohort progressing into upper secondary education than previous generations, modern upper secondary systems need to accommodate a wider variety of student interests, aspirations and learning levels. To respond to these needs, countries need to balance choice and specialisation to promote coherence. Systems that provide too much choice or specialisation risk hindering coherence, while those with too little choice or specialisation risk that upper secondary does not enable students to identify their interests and deepen their skills in those areas, which is essential for smooth transitions into post-secondary pathways and the labour market. This Education Spotlight provides a framework for countries to consider how far their current system supports the goals of choice, specialisation and coherence and provides examples from across OECD countries as inspiration for future reforms.
  • 29-February-2024

    English

    OECD Compendium of Productivity Indicators 2024

    This report presents a comprehensive overview of recent and longer-term trends in productivity levels and growth in OECD countries and selected G20 economies. The different chapters feature an analysis of latest developments in productivity, economic growth, sectoral reallocation, investment, labour productivity by firm size and labour income. This edition also includes a special chapter providing insights of productivity developments in 2023 based on experimental estimates for 38 OECD countries.
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