Conveniently located near the world’s fastest growing energy markets, the resource-rich and transit countries of Eastern Europe, Caucasus and Central Asia contribute significantly to world energy security. However, shared challenges across the region include aged infrastructure, high energy intensity, low energy efficiency, untapped alternative energy potential and poorly functioning regional energy markets.
This publication highlights the energy policies and sector developments of Armenia, Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Tajikistan, Turkmenistan, Ukraine and Uzbekistan during 2013-14 and provides a summary of key recommendations for policy makers in the region.
Energy policy analysis is conducted in line with the INOGATE Programme’s four main pillars of energy development: energy market convergence, energy security, sustainable development and investment attraction. Started in 1996, the INOGATE Programme is one of the longest running energy technical assistance programmes funded by the European Union and works within the policy frameworks of the Baku Initiative and the Eastern Partnership. The INOGATE Programme co-operates with 11 Partner Countries to support reduction in their dependency on fossil fuels and imports, to improve the security of their energy supply and to mitigate overall climate change. It also supports the Eastern Partnership, a joint initiative between the European Union, EU Member States, and the Eastern European and Caucasus countries. Launched in 2009, the Eastern Partnership aims at advancing political association and economic integration.
This publication has been produced with European Union financial assistance provided through the European Neighbourhood and Partnership Instrument.
The effective use of school resources is a policy priority across OECD countries. The OECD Reviews of School Resources explore how resources can be governed, distributed, utilised and managed to improve the quality, equity and efficiency of school education.
The series considers four types of resources: financial resources, such as public funding of individual schools; human resources, such as teachers, school leaders, education administrators; physical resources, such as location, buildings and equipment, and other resources such as learning time.
This series will offer timely policy advice to both governments and the education community. It will include both country reports and thematic studies.
Ministers expressed full support for the OECD’s global relations strategy, as an essential element to increase its impact and relevance. This strategy has been the centrepiece of Secretary-General Angel Gurría’s vision to transform the Organisation into a more inclusive, global policy network and a prime forum for evidence-based policy exchange and global standard setting.
Le Forum mondial sur la transparence et l’échange de renseignements à des fins fiscales publie aujourd’hui des nouveaux rapports d’examen par les pairs portant sur le Kazakhstan, le Maroc et la République tchèque.
The Global Forum on Transparency and Exchange of Information for Tax Purposes is the multilateral framework within which work in the area of tax transparency and exchange of information is carried out by over 120 jurisdictions which participate in the work of the Global Forum on an equal footing.
The Global Forum is charged with in-depth monitoring and peer review of the implementation of the standards of transparency and exchange of information for tax purposes. These standards are primarily reflected in the 2002 OECD Model Agreement on Exchange of Information on Tax Matters and its commentary, and in Article 26 of the OECD Model Tax Convention on Income and on Capital and its commentary as updated in 2004, which has been incorporated in the UN Model Tax Convention.
The standards provide for international exchange on request of foreseeably relevant information for the administration or enforcement of the domestic tax laws of a requesting party. “Fishing expeditions” are not authorised, but all foreseeably relevant information must be provided, including bank information and information held by fiduciaries, regardless of the existence of a domestic tax interest or the application of a dual criminality standard.
All members of the Global Forum, as well as jurisdictions identified by the Global Forum as relevant to its work, are being reviewed. This process is undertaken in two phases. Phase 1 reviews assess the quality of a jurisdiction’s legal and regulatory framework for the exchange of information, while Phase 2 reviews look at the practical implementation of that framework. Some Global Forum members are undergoing combined – Phase 1 plus Phase 2 – reviews. The ultimate goal is to help jurisdictions to effectively implement the international standards of transparency and exchange of information for tax purposes.
This country review series assesses countries public governance ability in delivering government objectives and determines their preparedness to meet current and future challenges.
The OECD and the Government of Kazakhstan are signing today in Davos a Memorandum of Understanding on a two-year Country Programme, which will support an ambitious set of reforms of Kazakhstan’s policies and institutions.
This review examines the functioning, structure and organisation of the central government and line ministries in Kazakhstan, as well as their capacities to implement national objectives and priorities, outlined in the Kazakhstan’s Vision 2050. It also focuses on tools, strategic management and accountability frameworks in the Government of Kazakhstan, in line with the strategic management principles outlined in the General Approaches to Modernization of Public Administration of Kazakhstan by 2020.
The OECD Statistics Directorate and the Agency on Statistics of the Republic of Kazakhstan signed a “Letter of Intent on Statistics” on 8 April 2014.
Vocational education and training (VET) programmes are facing rapid change and intensifying challenges. How can employers and unions be engaged? How can workbased learning be used? How can teachers and trainers be effectively prepared? How should postsecondary programmes be structured? This country report on Kazakhstan looks at these and other questions.