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Reports


  • 9-June-2021

    English

    OECD Development Co-operation Peer Reviews: Germany 2021

    The OECD’s Development Assistance Committee (DAC) conducts reviews of the individual development co operation efforts of its members every five to six years. DAC peer reviews critically examine the overall performance of a given member covering its policy, programmes and systems. They take an integrated, system wide perspective on the development co operation activities of the member under review and its approach to fragility, crisis and humanitarian assistance. This peer review shows that Germany invests in fair and sustainable globalisation and a rules-based multilateral order. It provided 0.73% of its national income as official development assistance in 2020. The country is adjusting its engagement with Africa and reforming the way it delivers development co-operation. Germany could be more systematic in analysing and addressing the spill-over effects of its policies on developing countries. German development co-operation would benefit from a clearer vision and greater investment in gender equality and leaving no one behind, and embedding a culture of results. Its clear vision and comprehensive approach to crises would benefit from better defining short and long-term engagements.
  • 4-June-2021

    English

    Boosting social entrepreneurship and social enterprise development in Brandenburg, Germany - In-depth policy review

    This report provides an in-depth analysis of the policy ecosystem in place for social entrepreneurship and social enterprises in the state of Brandenburg, Germany. It identifies the state’s key strengths and challenges and provides policy recommendations to support the development of a stronger policy ecosystem. It includes a conceptual framework for social entrepreneurship and social innovation (Chapter 2); with recommendations and analyses to build institutional and legal frameworks for social enterprises (Chapter 3), improve access to finance for social entrepreneurship development (Chapter 4), promote access to private and public markets for social entrepreneurship development (Chapter 5), and strengthen social impact measurement and reporting for social enterprise development (Chapter 6).
  • 19-May-2021

    English, PDF, 176kb

    Preventing Harmful Alcohol Use: Key Findings for Germany

    Germany has one of the highest levels of alcohol consumption – 12.9 litres of pure alcohol per capita per year, roughly equivalent to 2.6 bottles of wine or 5 litres of beer per week per person aged 15 and over. In addition, in Germany, some population groups are at higher risk than others.

  • 19-May-2021

    English, PDF, 222kb

    Schädlichen Alkoholkonsum verhindern - Deutschland

    Deutschland verzeichnet eines der höchsten Level von Alkoholkonsum – 12.9 Liter reinen Alkohol pro Kopf und Jahr. Dies entspricht ungefähr 2,6 Flaschen Wein oder 5 Liter Bier pro Woche pro Person über 15 Jahren. Zudem sind in Deutschland einige Bevölkerungsgruppen einem höheren Risiko ausgesetzt.

  • 3-mai-2021

    Français

    Statistiques trimestrielles de l'OCDE du commerce international - Volume 2020 Issue 3

    Cette source fiable et à jour de statistiques trimestrielles de l'OCDE sur la balance des paiements et le commerce international de marchandises dresse un tableau précis des tendances les plus récentes des structures d’échange des pays membres avec le reste du monde. Les données de balance des paiements sont présentées corrigées des variations saisonnières. Les statistiques de commerce international de marchandises sont ventilées par pays. Les séries présentées couvrent les dix derniers trimestres et les deux dernières années. Cette publication trimestrielle est divisé en trois parties : I. Balance des paiements et commerce international II. Commerce international de marchandises par pay.
  • 23-April-2021

    English

    Continuing Education and Training in Germany

    Germany has a strong skill development system. The country’s 15‑year‑old students performed above the OECD average in the last (2018) edition of the Programme for International Student Assessment (PISA), continuing a trend of significant improvement since PISA’s first edition in 2000. Its adult population also has above‑average literacy and numeracy skills, according to the OECD Survey of Adult Skills (PIAAC). A strong and well-respected vocational education and training system is seen as one of the success factors behind these achievements. However, participation in learning beyond initial education lags behind other high-performing OECD countries and varies considerably across different groups of the population. This is problematic in a rapidly changing labour market, where participation in continuing education and training is a precondition for individuals, enterprises and economies to harness the benefits of these changes. This report assesses the current state of the German continuing education and training (CET) system. It examines how effectively and efficiently the system prepares people and enterprises for the changes occurring in the world of work, and identifies what changes are necessary to make the CET system more future ready. The report makes recommendations for the further development of the CET system based on international good practice.
  • 2-March-2021

    English

    Towards a Skills Strategy for Southeast Asia - Skills for Post-COVID Recovery and Growth

    Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty. The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system. This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
  • 22-December-2020

    English

    How reliable are social safety nets? - Value and accessibility in situations of acute economic need

    Social protection systems use a range of entitlement criteria. First-tier support typically requires contributions or past employment in many countries, while safety net benefits are granted on the basis of need. In a context of volatile and uncertain labour markets, careful and continuous monitoring of the effectiveness of income support is a key input into an evidence-based policy process. This paper proposes a novel empirical method for monitoring the accessibility and levels of safety net benefits. It focusses on minimum-income benefits (MIB) and other non-contributory transfers and relies on data on the amounts of cash support that individuals in need receive in practice. Results show that accessibility and benefit levels differ enormously across countries – for instance, in 2015/16, more than four out of five low-income workless one-person households received MIB in Australia, France and the United Kingdom, compared to only one in five in Greece, Italy and Korea, three countries that have since sought to strengthen aspects of safety-net provisions.
  • 30-November-2020

    English

    Building a High-Quality Early Childhood Education and Care Workforce - Further Results from the Starting Strong Survey 2018

    The work of early childhood education and care (ECEC) professionals is the major driver of the quality of an ECEC system. As evidence accumulates on the strong benefits of investing in early education, countries need effective policies to attract, maintain and retain a highly skilled workforce in the sector. This report looks at the makeup of the early childhood education and care workforce across countries, assessing how initial preparation programmes compare across different systems, what types of in-service training and informal learning activities help staff to upgrade their skills, and what staff say about their working conditions, as well as identifying policies that can reduce staff stress levels and increase well-being at work. The report also looks at which leadership and managerial practices in ECEC centres contribute to improving the skills, working conditions and working methods of staff. The OECD Starting Strong Teaching and Learning International Survey (TALIS Starting Strong) is the first international survey that focuses on the early childhood education and care workforce. It offers an opportunity to learn about the characteristics of ECEC staff and centre leaders, their practices at work, and their views on the profession and the sector. This second volume of findings, Building a High-Quality Early Childhood Education and Care Workforce, examines factors that influence the skills development of ECEC professionals, their working conditions and well-being at work, and leadership in ECEC centres.
  • 16-November-2020

    English

    Global Teaching InSights - A Video Study of Teaching

    What does teaching look like? What practices are most impactful? By directly observing teaching in the classroom, this study trialled new research methods to shed light on these key questions for raising student outcomes around the world. This report provides a detailed account of classroom management, social and emotional support, and instructional practices in the classrooms of eight countries and economies, drawing upon the observation of lesson videos and instructional materials, the analysis of teacher and student questionnaires, and the measurement of students’ cognitive and non-cognitive outcomes.
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