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  • 7-July-2021

    English

    OECD Employment Outlook 2021: How does your country compare?

    In some countries, employers used job retention programmes to cut hours while allowing workers to keep their pay and jobs; there, it is likely that the full impact of the pandemic is yet to be felt. In other countries, there have been unprecedented increases in unemployment, but many workers will return to their jobs (or to new ones) as economies re-open and activity picks up.

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  • 30-June-2021

    English

    The learning gain over one school year among 15-year-olds - An analysis of PISA data for Austria and Scotland (United Kingdom)

    This paper compares the learning gain over one year of schooling among 15-year-old students in Austria and Scotland (United Kingdom). Common metrics for reading, mathematics and science learning, as established by the Programme for International Student Assessment (PISA), are used. In order to overcome the limitations of a cross-sectional, single-cohort design, multiple cycles of PISA data are combined. The fact that Austria and Scotland moved their testing period across cycles is also exploited. The results are used to establish a benchmark for other performance differences observed in PISA, such as gender gaps, socio-economic gaps or between-country differences.

  • 21-June-2021

    English

    Scotland’s Curriculum for Excellence - Into the Future

    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.

  • 7-June-2021

    English

    Data for Development Profiles - Official Development Assistance for Data and Statistical Systems

    Sound and timely data and statistics are essential for designing better policies for better lives. When the right data are available and used by policy makers, they play a crucial role in managing crises, as revealed during the COVID-19 pandemic. They are also indispensable for transparent and accountable delivery of policies and services and to guide business and investment decisions in line with the Sustainable Development Goals (SDGs). The first 2021 edition of the OECD’s Data for Development Profiles is a unique source of information and insights on how members of the Development Co-operation Committee (DAC) allocate official development assistance (ODA) to statistical capacity development and strengthening data ecosystems in low and middle income countries. By providing a comprehensive overview of members’ data and statistical policy priorities, strategies, funding, delivery modalities and partnerships, the profiles serve as a baseline for co-ordinating international support and highlight ways forward for greater impact and effectiveness.

  • 2-June-2021

    English

    United Kingdom: Ambassador, Permanent Representative to the OECD

    Biographical note of the United Kingdom's Permanent Representative to the OECD

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  • 19-May-2021

    English, PDF, 277kb

    Preventing Harmful Alcohol Use: Key Findings for the United Kingdom

    People in the United Kingdom consume on average 11.4 litres of pure alcohol per capita per year, roughly equivalent to 2.3 bottles of wine or 4.4 litres of beer per week per person aged 15 and over. In addition, in the United Kingdom, some population groups are at higher risk than others.

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  • 18-May-2021

    English

    Policy brief on e-learning and digital business diagnostic tools for entrepreneurs

    This policy brief discusses recent international policy experiences in developing e-learning and digital business diagnostic tools for entrepreneurs. E-learning tools can develop entrepreneurial knowledge, skills and competences among users and increase their confidence and success in business creation. Business diagnostic tools offer entrepreneurs ways to assess their business management practices against peer companies or good practices, building competence and diffusing good practice. This brief sets out considerations for the successful development and implementation of these tools. It presents eight international cases of tools and discusses the public policy lessons from these international experiences.

  • 9-May-2021

    English, PDF, 400kb

    Skills Outlook 2021: How does the United Kingdom compare?

    The Skills Outlook Country Profile details key indicators to assess the extent to which the United Kingdom is able to provide strong foundations for lifelong learning; promote effective transitions into further education, training and the labour market and engage adults in learning. It also evaluates the effect of the COVID-19 pandemic on adult learning and the labour market.

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  • 20-April-2021

    English

    Scaling up Nature-based Solutions to Tackle Water-related Climate Risks - Insights from Mexico and the United Kingdom

    This report provides an assessment of the use of, and recommendations for scaling up, Nature-based Solutions to address water-related climate risks. The analysis is based on two country case studies carried out in Mexico and the United Kingdom. On the basis of a previously developed policy evaluation framework, the analysis identifies existing challenges as well as highlights emerging good practices with regard to policy design and implementation, governance, regulatory mechanisms, and technical and financial arrangements. The report’s findings support policy makers and practitioners in strengthening the use of Nature-based Solutions to tackle climate risks, with a special focus on water-related risks.

  • 31-March-2021

    English

    Teachers and Leaders in Vocational Education and Training

    Vocational education and training (VET) plays a central role in preparing young people for work, developing the skills of adults and responding to the labour-market needs of the economy. Teachers and leaders in VET can have an immediate and positive influence on learners’ skills, employability and career development. However, when compared to general academic programmes, there is limited evidence on the characteristics of teachers and institutional leaders in VET and the policies and practices of attracting and preparing them. VET teachers require a mix of pedagogical skills and occupational knowledge and experience, and need to keep these up to date to reflect changing skill needs in the labour market and evolving teaching and learning environments. This report fills the knowledge gap on teachers and leaders in VET, and produces new insights into what strategies and policies can help develop and maintain a well-prepared workforce. It zooms in on VET teacher shortages; strategies for attracting and retaining teachers; initial training and professional development opportunities for teachers; the use of innovative technologies and pedagogical strategies; and the important role of institutional leaders and strategies for better preparing and supporting them.
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