By Date

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.

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.

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.

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.

This policy brief uses online job vacancy postings as a partial indicator of the impact of COVID-19 on skills demand in five OECD countries (Australia, Canada, New Zealand, the United Kingdom and the United States) between January and November 2020. The pandemic, as well as containment and mitigation measures designed to halt its spread, had a large but heterogeneous impact on the demand for skills. By early May, the total volume of online job vacancies had fallen by over 50% in all the countries analysed with respect to the beginning of the year, with even larger declines in some sectors. However, the demand for specific skills in the healthcare sector and in logistics increased. There is also evidence of an increase in vacancies involving remote-working arrangements. The brief also shows that the crisis affected differently individuals with different levels of educational qualifications and that such effect differed across the countries analysed.

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.

This paper explores data and methods to assess the alignment or misalignment with climate mitigation objectives of investments in the construction and refurbishment of residential and non-residential buildings. It takes the United Kingdom (UK) as a case study, where such investments reached GBP 162 billion (EUR 184 billion) in 2019 or 39% of UK gross fixed capital formation. The analysis trials different reference points that lead to varying results and each currently come with limitations in terms of coverage or granularity. Sector-level greenhouse gas (GHG) trajectories indicate that, in aggregate, investments in UK buildings have been insufficient, delayed or not aligned enough with caps set by UK Carbon Budgets, but such trajectories currently lack disaggregation for a more granular and insightful matching with investment data. Energy performance certificates (EPCs) allow for asset-level analyses: for instance, 79% of 2010-2019 investments in new built residential were in relatively energy efficient buildings but only 1% were consistent with more demanding recommendations towards the UK’s objective of reaching net-zero GHG in 2050. The coverage and reliability of EPCs, however, needs to be improved for older buildings, whose deep retrofitting is a major financing challenge. Applying Climate Bonds Initiative criteria for low-carbon buildings identifies investments eligible for green bond financing, but such criteria have partial sectoral coverage and are based on currently most efficient buildings within the existing stock, which makes them relatively easy to meet for investments in new built. Producing more complete and policy relevant assessments of aligned and misaligned investments at national and sectoral levels requires the availability of and access to comparable and granular data on decarbonisation targets and pathways consistent with the Paris Agreement temperature goals, GHG performance of assets, corporate and household investments, as well as underlying sources of financing.

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.