The Latin American Economic Outlook 2016 is devoted to the evolving relationship between Latin America and China, as well as its prospects in the long term. China's transformation involves a gradual shift in its development strategy, including the rebalancing process from investment to consumption, the demographic transition, the structural transformation towards high value-added goods and services, and a "going-out" policy to approach other regions. This report lays the ground for discussing future trends in the relationship between China and Latin America, given these changing patterns. Based on the analysis of potential transmission channels of China’s new model to the region, which include issues on trade, finance and skills, the outlook aims to identify strategies and policy responses for Latin America to overcome development challenges. Latin America and China can complement each other further and build a mutually beneficial partnership for development.
La croissance du produit intérieur brut (PIB) de l’Amérique latine a continué de ralentir et devrait être négative en 2015. Pour la deuxième année consécutive, la région prend du retard par rapport à la moyenne des pays de l’OCDE, après une décennie de convergence avec les économies avancées, selon les Perspectives économiques de l’Amérique latine 2016.
The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for developing countries. This report reviews the major international and regional large-scale educational assessments: large-scale international surveys, school-based surveys and household-based surveys. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA for Development.
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This CODE Report shows that policy coherence for sustainable development (PCSD) can help to better understand the inter-linkages between economic, social and environmental policies in trying to ensure access, availability and sustainability of our planet’s natural resources beyond 2015.
This page provides a running list of financing sustainable development events organised by the DAC or by other institutions.
Because ODA is a scarce resource for financing development, it is important to ensure it reaches the countries and people that need it most.
The DAC ENVIRONET is supporting sustainable development in partner countries by monitoring development finance for climate change, providing policy insights and recommendations to the development community regarding climate change, and contributing to the post-2015 sustainable development agenda.
The OECD DAC measures and monitors development finance targeting climate change objectives using two Rio markers: Climate Change Mitigation and Climate Change Adaptation.
This report provides a systematic review and empirical evidence related to the experiences of middle-income countries and economies participating in the Programme for International Student Assessment (PISA), 2000 to 2015. PISA is a triennial survey that aims to evaluate education systems worldwide by testing the skills and knowledge of 15-year-old students. To date, students representing more than 70 countries and economies have participated in the assessment, including 44 middle-income countries, many of which are developing countries receiving foreign aid. This report provides answers to six important questions about these middle-income countries and their experiences of participating in PISA: What is the extent of developing country participation in PISA and other international learning assessments? Why do these countries join PISA? What are the financial, technical, and cultural challenges for their participation in PISA? What impact has participation had on their national assessment capacity? How have PISA results influenced their national policy discussions? And what does PISA data tell us about education in these countries and the policies and practices that influence student performance?
The findings of this report are being used by the OECD to support its efforts to make PISA more relevant to a wider range of countries, and by the World Bank as part of its on-going dialogue with its client countries regarding participation in international large-scale assessments.
Les chiffres - combien d'aide est livrée, où et par qui ? Voir nos dernières données sous différents formats lisibles, depuis les vues d’ensemble jusqu’au détail par pays et par secteur. Vous pouvez également télécharger un large éventail de données (xls) et trouver des liens vers nos bases de données, et les sites web sur les statistiques de l’aide des donneurs principaux.