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Mining plays a crucial role in Brazil’s economy. Nonetheless, the efforts and resources devoted to regulatory quality in the sector, including the enforcement of rules, have not always been commensurate. This report identifies the gaps, barriers, implementation flaws and inefficiencies in the regulatory framework of the mining sector in Brazil. It takes stock of the recent reforms in the mining sector in Brazil, identifies areas that pose the greatest challenges for effective regulation in mining. It also describes the reforms that created the National Mining Agency of Brazil, its governance arrangements and its current regulatory practices. These are assessed against OECD principles in regulatory policy and mining regulation, as well as against country experiences from Australia, Chile, and Mexico. Finally, recommendations are provided to support further reform efforts.

Many Latin American countries have experienced improvements in income over recent decades, with several of them now classified as high-income or upper middle-income in terms of conventional metrics. But has this change been mirrored in improvements across the different areas of people’s lives? How’s Life in Latin America? Measuring Well-being for Policy Making addresses this question by presenting comparative evidence for Latin America and the Caribbean (LAC) with a focus on 11 LAC countries (Argentina, Brazil, Chile, Colombia, Costa Rica, the Dominican Republic, Ecuador, Mexico, Paraguay, Peru and Uruguay). Spanning material conditions, quality of life, resources for future well-being, and inequalities, the report presents available evidence on well-being both before and since the onset of the pandemic, based on the OECD Well-being Framework. It also identifies priorities for addressing well-being gaps and describes how well-being frameworks are used in policy within Latin America and elsewhere around the world, providing lessons for governments on what is needed to put people’s well-being at the centre of their action. The report is part of the EU Regional Facility for Development in Transition for Latin America and the Caribbean.

As 'market referees', regulators contribute to the delivery of essential public utilities. Their organisational culture, behaviour, actions and governance are important factors in how they, and the sectors they oversee, perform. The OECD Performance Assessment Framework for Economic Regulators (PAFER) looks at the institutions, processes and practices that can create an organisational culture of performance and results. This report uses PAFER to assess both the internal and external governance of Brazil’s Electricity Regulatory Agency (ANEEL). The review offers recommendations for the regulator to build upon its strong technical reputation and good practices. It proposes an integrated set of recommendations to help the regulator best fulfil its role as a key actor supporting sector modernisation.

Under Action 14, countries have committed to implement a minimum standard to strengthen the effectiveness and efficiency of the mutual agreement procedure (MAP). The MAP is included in Article 25 of the OECD Model Tax Convention and commits countries to endeavour to resolve disputes related to the interpretation and application of tax treaties. The Action 14 Minimum Standard has been translated into specific terms of reference and a methodology for the peer review and monitoring process. The peer review process is conducted in two stages. Stage 1 assesses countries against the terms of reference of the minimum standard according to an agreed schedule of review. Stage 2 focuses on monitoring the follow-up of any recommendations resulting from jurisdictions' stage 1 peer review report. This report reflects the outcome of the stage 2 peer monitoring of the implementation of the Action 14 Minimum Standard by Brazil.

Using household data from 15 countries in Latin America and Africa, this paper explores linkages between informality and education-occupation matching. The paper applies a unified methodology to measuring education-occupation mismatches and informality, consistently with the international labour and statistical standards in this area. The results suggest that in the majority of low- and middle-income developing countries with available data, workers in informal jobs have higher odds of being undereducated as compared to workers in formal jobs. Workers in formal jobs, in contrast, have higher chances of being overeducated. These results are consistent for dependent as well as for independent workers. They also hold for men and for women according to the gender-disaggregated analysis. Moreover, in the majority of countries considered in this paper, the matching-informality nexus is also related to the extent of informality in a given area: in labour markets with higher informality, informal workers in particular have a higher chance of being undereducated. The paper discusses policy implications of these findings.

This country policy profile on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today in terms of strengths and challenges, and how this compares to other systems. This profile also analyses the evolution of ongoing and emerging related policy efforts in Brazil, including education responses to the COVID-19 pandemic. It brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work and other international and national evidence. The report also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy. This profile is complemented by its companion report Education Policy Outlook: Brazil - with a focus on international policies (both also available in Portuguese).

This country policy profile on education in Brazil is part of the Education Policy Outlook series. Building on the first policy profile for Brazil (2015), it offers a concise analysis of where the education system stands today and how this compares to other systems. This profile offers relevant international policy examples that may serve as possible inspiration as policy makers work to address Brazil's key challenges and priorities, including in the post-COVID recovery. It brings together over a decade's worth of policy analysis by the Education Policy Outlook, as well as recent OECD data, relevant thematic and country-specific work and other international and national evidence. The report also benefits from the Education Policy Outlook's ongoing comparative analysis of resilience and responsiveness in education policy. This profile is complemented by its companion report Education Policy Outlook: Brazil - with a focus on national and subnational policies (both also available in Portuguese).

In light of recent education reforms, Brazil is currently considering a series of changes to the purpose and design of its Basic Education Assessment System (Sistema de Avaliação da Educação Básica, SAEB), which has been a critical source of information about student learning outcomes for the past 30 years. To inform these discussions, the OECD was invited to review a set of policy proposals for reforming the current SAEB so that it more closely aligns with Brazil’s new learning standards and provides data to support a range of education actors - from the classroom to the ministry – in their efforts to raise educational performance and reduce inequalities. The findings from this OECD Review are set out in the below policy perspective.

The Education in Brazil: An International Perspective report was developed drawing on internationally comparative data on education in Brazil, in particular the extensive range of data collected by the OECD through its surveys. The experiences of other countries and how they have tackled challenges similar to those now faced by Brazil, along with the insights from consultations with key national experts, also inform the analysis. The report benchmarks with OECD and a set of comparator emerging economies the whole education system from early childhood education and care to tertiary education, focusing on: Access and participation Learning and labour market outcomes The allocation, use and efficiency of financial, human and material resources School leaders, teachers and teaching The school climate and student well-being The report highlights the many strengths of Brazil’s education system, identifies the main challenges ahead and offers policy implications for the future.

The state of Paraná, one of Brazil’s most populated and developed states, has been aligning its public policies with sustainable development since the 1990s. More recently, Paraná has used the SDGs as a tool and framework to reduce longstanding challenges related to health, education and safety as well as to address global megatrends affecting the state such as climate change, demographic pressures and digitalisation. Despite the absence of a state-wide sustainable development plan, Paraná is aligning its Multi-Year Plan (PPA) for 2020-23 and other planning and budgeting tools with the SDGs to face the socio-economic territorial disparities within the state. Through a multi-stakeholder governance framework, guidelines and financial contributions, the state provides incentives to align local and regional planning systems with the 2030 Agenda and to address sustainable development challenges in an integrated way.