Now more than ever, governments are striving to mobilise greater tax revenue domestically. To do so, they are increasingly reaching out to inform and engage today’s – and future – taxpayers. They aim to foster an overall “culture of compliance” based on rights and responsibilities, in which citizens see paying taxes as an integral aspect of their relationship with their government. Taxpayer education is the bridge linking tax administration and citizens and a key tool to transform tax culture. Covering innovative strategies in 28 countries, this publication offers ideas and inspiration for taxpayer education, literacy and outreach. It helps revenue authorities in developing countries to strengthen the tax morale and tax compliance of their citizens.
Higher level vocational education and training (VET) programmes are facing rapid change and intensifying challenges. What type of training is needed to meet the needs of changing economies? How should the programmes be funded? How should they be linked to academic and university programmes? How can employers and unions be engaged? The country reports in this series look at these and other questions. They form part of Skills beyond School, the OECD policy review of postsecondary vocational education and training. This report reviews vocational education and training systems in Costa Rica.
Information and communication technologies (ICT) permeate every aspect of our lives, from how we work, to how we “talk” with friends, to how we participate in political processes. But what are the returns to “digital skills” – the capacity to use digital devices and applications to access and manage information and solve problems – on the labour market? Do they help land a job or earn higher wages?
The report provides an in-depth analysis of the results from the Survey of Adult Skills related to problem solving in technology-rich environments, along with measures concerning the use of ICT and problem solving. The Nordic countries and the Netherlands have the largest proportions of adults (around 40%) who score at the higher levels in problem solving, while Ireland, Poland and the Slovak Republic have the smallest proportions of adults (around 20%) who score at those levels. Variations in countries’ proficiency in problem solving using ICT are found to reflect differences in access to the Internet and in the frequency with which adults use e-mail. The report finds that problem-solving proficiency is strongly associated with both age and general cognitive proficiency, even after taking other relevant factors into account. Proficiency in problem solving using ICT is related to greater participation in the labour force, lower unemployment, and higher wages. By contrast, a lack of computer experience has a substantial negative impact on labour market outcomes, even after controlling for other factors. The discussion considers policies that promote ICT access and use, opportunities for developing problem-solving skills in formal education and through lifelong learning, and the importance of problem-solving proficiency in the context of e-government services.
English, PDF, 2,219kb
Norway’s early childhood education and care (ECEC) system has experienced a strong expansion over the last decade. More children than ever are enrolled in its kindergartens.
Countries and economies participating in PISA have invested substantial resources and used a wide variety of strategies during the past ten years to improve the quality of their schools. Have these efforts paid off?
The quantity and quality of resources available to schools improved significantly between 2003 and 2012, on average across OECD countries.
English, PDF, 348kb
Better investment in skills would help Slovenia to realise the potential of advanced technology and give a new impetus to the recently stalled growth in productivity.
Studies show that interpersonal trust is fundamental for promoting the resilience of our societies, but many individuals say that they have little trust in others.
Spanish, PDF, 2,765kb
¿La distribución de la formación y las competencias es más inclusiva?