Gouvernance publique

While means-tested benefits such as minimum income benefits (MIB) and unemployment assistance (UA) are an essential safety net for low-income people and the unemployed, incomplete take-up is the rule rather than the exception. Building on desk research, open-ended surveys and semi-structured interviews, this paper investigates the opportunities and risks of using artificial intelligence (AI) for managing these means-tested benefits. This ranges from providing information to individuals, through determining eligibility based on pre-determined statutory criteria and identifying undue payments, to notifying individuals about their eligibility status. One of the key opportunities of using AI for these purposes is that this may improve the timeliness and take-up of MIB and UA. However, it may also lead to systematically biased eligibility assessments or increase inequalities, amongst others. Finally, the paper explores potential policy directions to help countries seize AI’s opportunities while addressing its risks, when using it for MIB or UA management.

Given the fast pace of global socio-economic development, more tailored, focused, and localised efforts to strengthen public sector capacity in small island developing states (SIDS) is increasingly important. SIDS have unique vulnerabilities, rich histories and contexts, and strengths that can be harnessed for sustainable development. Development partners need to adapt how they provide capacity-strengthening support, taking individual SIDS’ circumstances and needs into account to better help them achieve their ambitions. This report summarises perspectives from small island developing states (SIDS) on current experiences and opportunities to improve capacity-strengthening support to make it more tailored, impactful, and sustainable. The report uses the broad definition of capacity-strengthening as activities that improve the competencies and abilities of individuals, organisations, and broader formal and informal social structures in a way that boosts organisational performance. It concentrates on public sector capacity, including interactions with other stakeholders across sectors.

This Public Communication Scan of the United Kingdom, the first such scan of an OECD Member country, brings new insights to the OECD’s work on understanding how public communication contributes to democratic governance. The scan analyses how the United Kingdom’s Government Communication Service (GCS) is building a more effective communication function amid changes to the information ecosystem and how it can help make policymaking more responsive to citizens' needs. The analysis and recommendations in this Scan highlight opportunities for the GCS and the UK Government to align ongoing communication reforms with actions to promote more inclusive and people-centred communication that contributes to greater engagement, improved public trust, and better policy outcomes.

Scotland (UK) is a strong innovator, ranking among the top 20% of economies among European regions, with strengths in university-firm collaborations and skills for innovation. With close to two-thirds of all growth in productivity from 2010 to 2018 coming from better use of resources in remote rural areas, rural areas are critical to economic prosperity. In addition to the valuable heritage that they offer, rural areas in Scotland have had remarkable achievements over the past decade in terms of economic growth, social innovation and progress for climate mitigation. Unlike the demographic decline perceived in OECD countries, the decline in rural areas of Scotland is much slower. In the case of accessible rural areas, the population is still growing. In part, much of the progress of ensuring well-being in rural areas, is supported by mechanisms to link entrepreneurs with researchers, regional support for entrepreneurs and an established system of social entrepreneurship. This report sets the scene, reviews main policies and programmes impacting rural innovation, and explores the importance of social innovation in rural areas. It provides recommendations to reinforce some of the good practices in Scotland, which is particularly important as the government implements the new National Innovation Strategy.

In the face of what has increasingly been referred to as an ongoing 'permacrisis', governments must cope with and respond to emerging threats while already grappling with longstanding issues such as climate change, digital disruption and low levels of trust. In this context, understanding new approaches and spreading successful ideas has never been more important. To promote this, the OECD Observatory of Public Sector Innovation (OPSI) has analysed 1 084 innovative initiatives from 94 countries to derive and understand novel government practices. The report discusses four key trends: 1) new forms of accountability for a new era of government, 2) new approaches to care, 3) new methods for preserving identities and strengthening equity and 4) new ways of engaging citizens and residents. Ten case studies and dozens of supporting examples illustrate these trends.

The price regulation conducted by economic regulators is a high-stakes process, with significant and lasting impacts on current and future service quality and the overall performance of the regulated sector. This report tracks the efforts of the economic regulator of the Scottish water sector to make the results of its price-setting process work better for the customers of today and tomorrow, addressing issues such as customer engagement, sustainable asset management and climate change. Based on the results of a multi-year peer review, it analyses the process and outputs of the price setting process. It also sets out recommendations to help parties strengthen the resilience and stability of the regulatory framework while not losing sight of strategic vision and objectives.

Au cours de la dernière décennie, le Royaume-Uni a réduit plusieurs pressions environnementales tout en développant son économie. Anticipant sa présidence de la Conférence des parties à la Convention-cadre des Nations unies sur les changements climatiques en 2021, il a montré la voie en relevant ses ambitions nationales. Cependant, la pollution atmosphérique, la détérioration des actifs naturels et les objectifs manqués en matière de biodiversité sont autant de sujets de préoccupation. Des efforts supplémentaires sont nécessaires pour réduire à zéro les émissions nettes de gaz à effet de serre d'ici 2050, se préparer au changement climatique, inverser la perte de biodiversité et mettre en place une économie circulaire plus économe en ressources. Le renforcement de la coordination entre les gouvernements britannique et décentralisés, ainsi que l'amélioration de la cohérence entre les politiques sectorielles et environnementales seront essentiels. Ceci est le troisième Examen environnemental du Royaume-Uni. Il évalue les progrès réalisés vers la croissance verte, avec un chapitre spécial consacré à la gestion des déchets et des matières et l'économie circulaire. La présente version abrégée contient le résumé, de même que l’évaluation et les recommandations officielles du rapport. Le rapport complet est disponible en anglais sur le site web de l’OCDE.

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.

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.

Wales (United Kingdom) is on the path to transform the way children learn, with a new curriculum aimed to prepare its children and young people to thrive at school and beyond. The new curriculum for Wales intends to create a better learning experience for students, to engage teachers’ professionalism, and to contribute to the overall improvement of Welsh education. An education policy is only as good as its implementation, however, and Wales turned to the OECD for advice on the next steps to implement the curriculum. This report analyses the progress made with the new curriculum since 2016, and offers suggestions on the actions Wales should take to ready the system for further development and implementation. The analysis looks at the four pillars of implementation — curriculum policy design, stakeholders' engagement, policy context and implementation strategy — and builds upon the literature and experiences of OECD countries to provide tailored advice to Wales. In return, the report holds value not only for Wales, but also for other education systems across the OECD looking to implement a curriculum or to enhance their implementation processes altogether.