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Argentina


  • 29-June-2021

    English

    A territorial approach to the Sustainable Development Goals in Córdoba, Argentina

    The province of Córdoba, Argentina, uses the SDGs as a framework to promote social inclusion and well-being. Providing affordable housing, addressing the gender gap in unemployment, reducing air pollution, and improving water quality are key priorities to advance regional development in the province. The SDGs provide a holistic framework to address these challenges in an integrated way and can help to identify the drivers of social inclusion in the province of Córdoba. The province has undertaken a multi-stakeholder engagement process, which has led to five strategic lines of action for the achievement of the SDGs in Córdoba to: i) build a vision of multidimensional economic development for the province, ii) bridge the housing supply gap and foster sustainable construction, iii) generate decent work for the most excluded, iv) implement a sustainable water management system and v) deepen the process of coordination and transparency in policymaking.
  • 24-June-2021

    English

    Global Forum on Transparency and Exchange of Information for Tax Purposes: Argentina 2021 (Second Round, Phase 1) - Peer Review Report on the Exchange of Information on Request

    This publication contains the 2021 Second Round Peer Review Report on the Exchange of Information on Request of Argentina. It refers to Phase 1 only (Legal and Regulatory Framework).
  • 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.
  • 23-March-2021

    English

    Career Guidance for Adults in Latin America

    Career guidance for adults is a fundamental lever to help adults successfully navigate constantly evolving labour markets. As labour markets in Latin America are hit hard by the COVID-19 pandemic and mega trends such as globalisation and digitalisation continue to impact labour demand, support is urgently needed. Millions of adults have lost their jobs and need to identify new career options. However, career guidance for adults is still rare in Latin America. More common are vocational guidance programmes for young people, or labour intermediation services for adults. This report analyses career guidance initiatives for adults in four Latin American countries (Argentina, Brazil, Chile and Mexico). It emphasises the need to establish career guidance higher up on the policy agenda of the region. Lessons are drawn on how to strengthen the coverage and inclusiveness of career guidance, provision and service delivery, quality and impact, as well as governance and funding. The findings build on information collected through the 2020 Survey of Career Guidance for Adults (SCGA), an online survey of adults’ experience with career guidance.
  • 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.
  • 28-September-2020

    English

    Using Google data to understand governments’ approval in Latin America

    This paper studies the potential drivers of governments’ approval rates in 18 Latin American countries using Internet search query data from Google Trends and traditional data sources. It employs monthly panel data between January 2006 and December 2015. The analysis tests several specifications including traditional explanatory variables of governments’ approval rates – i.e. inflation, unemployment rate, GDP growth, output gap – and subjective explanatory variables – e.g. perception of corruption and insecurity. For the latter, it uses Internet search query data to proxy citizens’ main social concerns, which are expected to drive governments’ approval rates. The results show that the perception of corruption and insecurity, and complaints about public services have a statistically significant association with governments’ approval rates. This paper also discusses the potential of Internet search query data as a tool for policy makers to understand better citizens’ perceptions, since it provides highly anonymous and high-frequency series in real-time.
  • 11-August-2020

    English

    Competition Law and Policy in Latin America

    Access reviews on competition law and policy in Latin American countries conducted by the IDB and the OECD. Countries covered are Argentina, Brazil, Chile, Colombia, El Salvador, Honduras, Mexico, Panama and Peru.

    Related Documents
  • 30-June-2020

    English

    Making the Most of Technology for Learning and Training in Latin America

    Digitalisation is transforming the world of work and societies, and creating opportunities to learn and develop skills in new ways, times and places. The adoption and use of digital technologies can help Latin American countries close the skills gap with more advanced economies. Making the Most of Technology for Learning and Training in Latin America demonstrates how Latin American countries can realise the potential of new technologies for skills development in schools and all stages of life. It identifies barriers to accessing ICT infrastructure and connectivity limitations in Latin America, and provides recommendations on how they can be overcome to ensure that all students and citizens can benefit from new technologies for learning. The report explores the relationship between technology use in initial education and students’ performance in Latin America, and how policies can best support teachers as digital tools enter their classrooms. Digitalisation provides new opportunities for lifelong learning and this report examines the potential of open education and MOOCs in reaching those adults who are most in need of training in Latin American countries.
  • 16-June-2020

    English

    Health at a Glance: Latin America and the Caribbean 2020

    Health at a Glance: Latin America and the Caribbean 2020 presents key indicators on health and health systems in 33 Latin America and the Caribbean countries. This first Health at a Glance publication to cover the Latin America and the Caribbean region was prepared jointly by OECD and the World Bank. Analysis is based on the latest comparable data across almost 100 indicators including equity, health status, determinants of health, health care resources and utilisation, health expenditure and financing, and quality of care. The editorial discusses the main challenges for the region brought by the COVID-19 pandemic, such as managing the outbreak as well as mobilising adequate resources and using them efficiently to ensure an effective response to the epidemic. An initial chapter summarises the comparative performance of countries before the crisis, followed by a special chapter about addressing wasteful health spending that is either ineffective or does not lead to improvement in health outcomes so that to direct saved resources where they are urgently needed.
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  • 24-April-2020

    English

    Effective Adult Learning Policies - Challenges and Solutions for Latin American Countries

    In Latin America and the Caribbean, as across the globe, globalisation and rapid technological change, together with demographic developments are reshaping skill demands and supply in all countries. These trends are expected to continue in the coming years at an increasing pace. Technological progress, in particular, is profoundly transforming the world of work and, in turn, the skills demanded by employers. This poses challenges but it also creates opportunities for Latin American and Caribbean (LAC) countries in the near future. Effective Adult Learning Policies: Challenges and Solutions for Latin American Countries discusses how individuals and firms in Latin American countries can harness the benefits of those changes. The report explores the challenges for LAC adult learning systems in supplying labour market relevant skills, what are the barriers to an inclusive participation in adult learning and what solutions governments, firms and individuals should collectively put in place to ensure that adult learning is truly effective.
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