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Income inequality in Colombia has declined since the early 2000s but remains very high by international standards. Income dispersion largely originates from the labour market, which is characterised by a still high unemployment rate, a pervasive informal sector and a wide wage dispersion reflecting a large education premium for those with higher education.
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Luxembourg is a rich and fast-growing country. However, inequality of disposable incomes has trended up modestly over the past decades and relative poverty has risen reflecting mainly the rapid growth of high incomes.
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Under the Universal Credit reform, the main means-tested benefits except the Council Tax Benefit will be pooled into one single benefit with one single taper rate. The reform will give people better incentives to work, reduce complexity and contribute to reducing poverty.
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Employment has risen by more and unemployment has risen less than expected, given the path of output. Nevertheless, long-term and youth unemployment and involuntary part-time work are high. A polarised labour market risks worsening income inequality, which is high by OECD standards, despite a recent and likely temporary decline.
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OECD’s PISA publications highlight the impact of economic, social and cultural status (ESCS) on students’ results within countries. The focus here is to investigate whether ESCS measures could contribute to differences in aggregate educational outcomes between countries.
In this paper we document the impact of education levels on labour market outcomes from 1994 to 2010 using national household survey data.
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In this paper we include measures of school quality in regressions determining the labour market premiums to education level.
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Sweden is a very egalitarian country but inequalities have risen and some groups are poorly integrated into the labour market.
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In this paper we examine whether past labour market reforms aiming at reducing the rate of unemployment have raised its long-run volatility.
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In Slovakia, educational outcomes are below the OECD average and are too dependent on the
socioeconomic background of students.
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