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Reports


  • 15-June-2021

    English, PDF, 400kb

    OECD Skills Outlook 2021: How does Australia compare?

    The Skills Outlook Country Profile details key indicators to assess the extent to which Australia is able to provide strong foundations for lifelong learning; promote effective transitions into further education, training and the labour market and engage adults in learning. It also evaluates the effect of the COVID-19 pandemic on adult learning and the labour market.

    Related Documents
  • 7-June-2021

    English

    Data for Development Profiles - Official Development Assistance for Data and Statistical Systems

    Sound and timely data and statistics are essential for designing better policies for better lives. When the right data are available and used by policy makers, they play a crucial role in managing crises, as revealed during the COVID-19 pandemic. They are also indispensable for transparent and accountable delivery of policies and services and to guide business and investment decisions in line with the Sustainable Development Goals (SDGs). The first 2021 edition of the OECD’s Data for Development Profiles is a unique source of information and insights on how members of the Development Co-operation Committee (DAC) allocate official development assistance (ODA) to statistical capacity development and strengthening data ecosystems in low and middle income countries. By providing a comprehensive overview of members’ data and statistical policy priorities, strategies, funding, delivery modalities and partnerships, the profiles serve as a baseline for co-ordinating international support and highlight ways forward for greater impact and effectiveness.
  • 19-May-2021

    English, PDF, 170kb

    Preventing Harmful Alcohol Use: Key Findings for Australia

    Australia consumes 10.5 litres of pure alcohol per capita per year, roughly equivalent to 2.2 bottles of wine or 4.0 litres of beer per week per person aged 15 and over. In addition, in Australia, some population groups are at higher risk than others.

  • 18-May-2021

    English

    Policy brief on e-learning and digital business diagnostic tools for entrepreneurs

    This policy brief discusses recent international policy experiences in developing e-learning and digital business diagnostic tools for entrepreneurs. E-learning tools can develop entrepreneurial knowledge, skills and competences among users and increase their confidence and success in business creation. Business diagnostic tools offer entrepreneurs ways to assess their business management practices against peer companies or good practices, building competence and diffusing good practice. This brief sets out considerations for the successful development and implementation of these tools. It presents eight international cases of tools and discusses the public policy lessons from these international experiences.
  • 7-May-2021

    English

    To what extent can blockchain help development co-operation actors meet the 2030 Agenda?

    Blockchain is mainstreaming, but the number of blockchain for development use-cases with proven success beyond the pilot stage remain relatively few. This paper outlines key blockchain concepts and implications in order to help policymakers reach realistic conclusions when considering its use. The paper surveys the broad landscape of blockchain for development to identify where the technology can optimise development impact and minimise harm. It subsequently critically examines four successful applications, including the World Food Programme’s Building Blocks, Oxfam’s UnBlocked Cash project, KfW’s TruBudget and Seso Global. As part of the on-going work co-ordinated by the OECD’s Blockchain Policy Centre, this paper asserts that post-COVID-19, Development Assistance Committee (DAC) donors and their development partners have a unique opportunity to shape blockchain’s implementation.
  • 19-April-2021

    English

    Characterising agri-environmental policies - Towards measuring their progress

    This report proposes a taxonomy of policy design features for agri-environmental payment schemes, with a focus on those features that are conducive to policy cost-effectiveness. An application of the taxonomy to all agri-environmental payment schemes in six countries (Argentina, Australia, Estonia, Finland, Korea, and Portugal) reveals that more than 70% of 85 agri-environmental payment schemes have some of these key design features, including establishment of baselines; rates based on estimated or actual implementation costs; inspections and penalties; contract flexibility; and technical assistance. That said, at least 80% of the schemes could be improved, including by: use of cost-effectiveness criteria for selecting recipients; moving from supporting the adoption of specific practices to focusing on achievement of environmental outcomes; more regular policy evaluations; and comprehensive collection of information on policy characteristics. An in-depth application of the taxonomy to Korea illustrates the potential of this taxonomy for country policy monitoring and evaluation purposes.
  • 15-April-2021

    English

    Making Dispute Resolution More Effective – MAP Peer Review Report, Australia (Stage 2) - Inclusive Framework on BEPS: Action 14

    Under Action 14, countries have committed to implement a minimum standard to strengthen the effectiveness and efficiency of the mutual agreement procedure (MAP). The MAP is included in Article 25 of the OECD Model Tax Convention and commits countries to endeavour to resolve disputes related to the interpretation and application of tax treaties. The Action 14 Minimum Standard has been translated into specific terms of reference and a methodology for the peer review and monitoring process. The peer review process is conducted in two stages. Stage 1 assesses countries against the terms of reference of the minimum standard according to an agreed schedule of review. Stage 2 focuses on monitoring the follow-up of any recommendations resulting from jurisdictions' Stage 1 peer review report. This report reflects the outcome of the Stage 2 peer monitoring of the implementation of the Action 14 Minimum Standard by Australia, which is accompanied by a document addressing the implementation of best practices.
  • 2-March-2021

    English

    Towards a Skills Strategy for Southeast Asia - Skills for Post-COVID Recovery and Growth

    Skills are central to the capacity of countries and people to thrive in a rapidly changing world. Recovering from the COVID-19 pandemic will require countries to co-ordinate interventions to help recent graduates find jobs, reactivate the skills of displaced workers and use skills effectively in workplaces. Megatrends such as globalisation, climate change, technological progress and demographic change will continue to reshape work and society. Countries should take action now to develop and use more effectively the skills required for the world of the future and at the same time make their skills systems more resilient and adaptable in the context of change and uncertainty. The OECD Skills Strategy provides countries with a strategic approach to assess their skills challenges and opportunities. The foundation of this approach is the OECD Skills Strategy framework allowing countries to explore how they can improve i) developing relevant skills, ii) using skills effectively, and iii) strengthening the governance of the skills system. This report applies the OECD Skills Strategy framework to Southeast Asia, providing an overview of the region’s skills challenges and opportunities in the context of COVID-19 and megatrends, and identifying good practices for improving skills outcomes. This report lays the foundation for a more fully elaborated Skills Strategy for Southeast Asia.
  • 2-February-2021

    English

    Positive, High-achieving Students? - What Schools and Teachers Can Do

    The work of teachers matters in many different ways. Not only do they provide students with the knowledge and skills needed to thrive in the labour market, but they also help develop the social-emotional skills that are vital for students’ personal development and for their active citizenship. But how do teachers best achieve this? By linking 2018 data from the Teaching and Learning International Survey (TALIS) with evidence from the Programme for International Student Assessment (PISA) – known as the TALIS-PISA link – this report aims to identify the teacher and school factors that matter most for student achievement and social-emotional development. The report uses a data-driven approach – based on machine learning and standard regression analyses – to identify the dimensions that are most strongly linked with student outcomes, and then combines this with a careful review of theory and previous research to analyse and interpret the findings. These findings provide a rich illustration of the many ways in which teachers and school leaders might influence the success of their students, acting as a tool for educators to reflect upon their own practice. Finally, the report offers several directions for education policy.
  • 20-January-2021

    English

    Good regulatory practices and co-operation in trade agreements - A historical perspective and stocktaking

    This paper presents a stocktaking of standalone chapters in trade agreements dedicated to good regulatory practices and international regulatory co-operation. While standalone regulatory policy chapters in trade agreements remain a new development, they signal countries’ increasing interest in elevating the visibility and ambition of regulatory policy, in line with their commitments in the 2012 OECD Recommendation of the Council on Regulatory Policy and Governance and the 2005 APEC-OECD Integrated Checklist on Regulatory Reform. Still, the level of ambition of these chapters varies widely depending on the state of play of regulatory policy in trading partners. By comparing the main substantive and structural features of these chapters, this stocktaking aims to inform the development of similar chapters in future trade agreements.
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