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Émirats arabes unis


  • 24-May-2023

    English

    Assessment of policies, programmes and regulations relating to MSME and start-up development in Abu Dhabi

    Strengthening the performance and economic contribution of micro, small and medium-sized enterprises (MSMEs) and start-ups is central to Abu Dhabi’s goal of creating a more diversified and competitive economy. This report provides an assessment of policies, programmes and regulations relating to MSME and start-up development in Abu Dhabi. The assessment is structured around six thematic areas: i) access to finance, ii) the availability of skills and capabilities, iii) access to markets, iv) the business environment, v) innovation and digitalisation, and vi) future opportunities for MSME and start-up development. For each thematic area, an analysis of existing issues, challenges and policy approaches is provided, in addition to policy recommendations and relevant examples of international policy practices. The report was prepared by the OECD Secretariat and external experts based on information gathered by the OECD in Abu Dhabi in the form of written documentation, questionnaire responses, stakeholder interviews and roundtable meetings as well as desk research on policy practices in other countries.

  • 13-September-2022

    English

    Making Dispute Resolution More Effective – MAP Peer Review Report, The United Arab Emirates (Stage 2) - Inclusive Framework on BEPS: Action 14

    Under BEPS Action 14, members of the OECD/G20 Inclusive Framework on BEPS 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 BEPS 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 BEPS Action 14 Minimum Standard by the United Arab Emirates.

  • 23-June-2022

    English

    Youth at the Centre of Government Action - A Review of the Middle East and North Africa

    Young people have demonstrated resilience to shocks and led positive change in their communities across the Middle East and North Africa (MENA) region. Young people (aged under 30) constitute more than half (55%) of the population across MENA, compared with 36% of the population across OECD countries. While challenges vary significantly across the region, youth unemployment rates are among the highest in the world, young people tend to express low trust in public institutions, and nearly four in ten live in fragile and conflicted-affected areas. The COVID-19 crisis has underscored the need to place the needs of young people at the centre of an inclusive and resilient recovery. To support this process, this report analyses current governance arrangements and practices across 10  MENA governments in three areas: 1) uniting all government stakeholders to implement a shared, integrated youth policy and deliver services to young people; 2) building administrative and institutional capacities to mainstream the perspectives of young people in policy making; and 3) encouraging the participation and representation of young people and youth stakeholders in public and political life.

  • 12-January-2022

    English

    United Arab Emirates - TALIS

    TALIS participation information and materials for United Arab Emirates

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  • 15-December-2021

    English

    OECD Review of Well-being Policies and Practices in Dubai’s Private School Sector

    In recent years, the Emirate of Dubai has been placing a stronger emphasis on people’s well-being with the aim of making Dubai 'an inclusive and cohesive society (…) that is the preferred place to live, work and visit and a pivotal hub in the global economy'. Within the education sector, KHDA and private schools have introduced a number of initiatives to help raise awareness, measure and support students’ and staff’s well-being. Given the central role education and educators have in fostering and supporting empowered, healthy and happy communities, these interventions hold great potential. This report analyses the well-being policies and practices that KHDA and schools have implemented in Dubai’s private school sector. In order to fulfil this objective, the OECD has taken a holistic picture view of well-being in education, which is discussed in Chapter 2. Chapter 3 looks at Dubai’s private schools as a whole, focusing on the school leadership and other key school staff. Chapter 4 focuses on teachers and their well-being, an issue that has been relatively overlooked until recently. Finally, Chapter 5 discusses student well-being and empowerment.

  • 27-September-2021

    English, PDF, 1,086kb

    TALIS 2018 Country Note ISCED 3 - UAE

    Developing, promoting and maintaining a good professional teaching workforce from primary to upper secondary education is a policy imperative for education systems around the world. The data drawn from the OECD Teaching and Learning International Survey (TALIS) can help policy makers and education practitioners design policies and practices that enhance teaching across education levels.

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  • 27-September-2021

    English, PDF, 1,095kb

    TALIS 2018 Country Note ISCED 1 – UAE

    Developing, promoting and maintaining a good professional teaching workforce from primary to upper secondary education is a policy imperative for education systems around the world. The data drawn from the OECD Teaching and Learning International Survey (TALIS) can help policy makers and education practitioners design policies and practices that enhance teaching across education levels.

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  • 5-July-2021

    English

    Migration in Asia - What skills for the future?

    The world is increasingly facing a technologically changing employment landscape and such changes are directly affecting the future demand for skills. For regional economies built on labour migration, the impending changes will affect migrants and their families, their countries of origin and the recruitment systems they are attached to – and ultimately disrupt the development benefits of migration. This paper investigates how the future of the employment landscape will affect migration within the Abu Dhabi Dialogue, a regional consultative process for migration in Asia. It investigates the impending changes in the demand for skills in countries of destination, how such changes will affect migration processes and whether countries of origin are ready for the changes. It provides recommendations on how regional consultative processes can foster dialogue between key actors from both countries of origin and destination to better navigate future changes and ensure a smooth transition.

  • 15-June-2021

    English

    Development Co-operation Profiles

    The verified, comparable individual profiles provide detailed statistics and analysis for the aid programmes of 93 providers, including 34 private foundations.

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  • 16-February-2021

    English

    Making Dispute Resolution More Effective – MAP Peer Review Report, United Arab Emirates (Stage 1) - Inclusive Framework on BEPS: Action 14

    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 1 peer monitoring of the implementation of the Action 14 Minimum Standard by the United Arab Emirates.
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