A timely set of indicators that reflect the level and structure of the efforts undertaken by OECD member countries and selected non-member economies in the field of science and technology.
The proliferation of high-cost medicines and rising drug prices are increasing pressures on public health spending and calling into question the pharmaceutical industry’s pricing strategies.
A decline in government funding of science and technology research in a number of countries could pose a threat to innovation at a time when global challenges like climate change and ageing populations demand solutions, according to a new OECD report.
The conference aims to discuss how intellectual property data, statistics and analysis are used and can be used to inform decision-makers in both the public and private sectors, and to identify key information needs and possible shortcomings.
The crisis, above all, showed that the economy is a highly complex, dynamic and evolving undertaking, with the potential, at times, to produce unpredictable (and often undesired) outcomes. Finally, it showed the need to embrace more appropriately this complexity in the science underlying policy analysis as well as in the policy making process itself.
OECD’s Innovation Strategy calls upon all sectors in the economy and society to innovate in order to foster productivity, growth and well-being. Education systems are critically important for innovation through the development of skills that nurture new ideas and technologies. However, whereas digital technologies are profoundly changing the way we work, communicate and enjoy ourselves, the world of education and learning is not yet going through the same technology-driven innovation process as other sectors.
This report served as the background report to the second Global Education Industry Summit which was held on 26-27 September 2016. It discusses the available evidence on innovation in education, the impact of digital technologies on teaching and learning, the role of digital skills and the role of educational industries in the process of innovation. The report argues for smarter policies, involving all stakeholders, for innovation in education.
This report updates the 2001 Guidance Manual for Governments on Extended Producer Responsibility (EPR), which provided a broad overview of the key issues, general considerations, and the potential benefits and costs associated with producer responsibility for managing the waste generated by their products put on the market. Since then, EPR policies to help improve recycling and reduce landfilling have been widely adopted in most OECD countries; product coverage has been expanded in key sectors such as packaging, electronics, batteries and vehicles; and EPR schemes are spreading in emerging economies in Asia, Africa and South America, making it relevant to address the differing policy contexts in developing countries.
In light of all of the changes in the broader global context, this updated review of the guidelines looks at some of the new design and implementation challenges and opportunities of EPR policies, takes into account recent efforts undertaken by governments to better assess the cost and environmental effectiveness of EPR and its overall impact on the market, and addresses some of the specific issues in emerging market economies.
Every 10 years the OECD Blue Sky Forum engages the policy community, data users and providers into an open dialogue to review and develop its long-term agenda on science, technology and innovation (STI) data and indicators.
The Knowledge Triangle approach in policy calls for better integrating the education, research and innovation activities of higher education institutions (HEIs) and public research institutions (PRIs) to foster greater synergies and impacts from public investments in education and research at the local and global levels.
Leaders of the G20 countries meeting at their Summit in Hangzhou, China, have called on the OECD to help develop an agenda to build a stronger, more innovative and inclusive world economy.