Publications & Documents

Indigenous peoples have rightful aspirations for their languages and cultures, supported under international conventions, jurisdictional treaties, laws, policies and enquiry recommendations. Additionally, the inclusion of Indigenous languages in education can impact positively on Indigenous students’ learning, engagement, identity and well-being, and can increase involvement of their communities in education. This working paper provides an overview of Indigenous languages learning in Aotearoa New Zealand, Australia and Canada. These three jurisdictions participate in an OECD initiative Promising Practices in Supporting Success for Indigenous Students, designed to help education systems to improve the experiences and outcomes of Indigenous students in education. The significance of Indigenous languages constitutes common ground between the diverse Indigenous peoples in these three countries. But learning in Indigenous languages and learning Indigenous languages follow diverse pathways with local language programme designs that fit the different historical and contemporary language contexts within and between the countries.

The paper is the first in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The second paper is titled: ‘The environmental sustainability competence toolbox: From leaving a better planet to our children to leaving better children for our planet’.

The paper is the second in a series of two papers mapping young people’s environmental sustainability competence in EU and OECD countries that were prepared as background for the forthcoming OECD Skills Outlook 2023 publication. The papers are the results of a collaboration between the OECD Centre for Skills and the European Commission - Joint Research Centre (Unit B4) on students’ environmental sustainability competence. The first paper is titled ‘Young people’s environmental sustainability competence: Emotional, cognitive, behavioural and attitudinal dimensions in EU and OECD countries.

There is a discernible and growing gap between the qualifications that a university degree certifies and the actual generic, 21st-century skills with which students graduate from higher education. By generic skills, it is meant literacy and critical thinking skills encompassing problem solving, analytic reasoning and communications competency. As automation takes over non- and lower-cognitive tasks in today’s workplace, these generic skills are especially valued but a tertiary degree is a poor indicator of skills level. In the United States, the Council for Aid for Education developed an assessment of generic skills called the CLA+ and carried out testing in six countries between 2016 and 2021. This book provides the data and analysis of this 'CLA+ International Initiative'.

This case study is part of a series of case studies on the measurement of the impacts of centralised purchasing bodies on procurement efficiency and productivity. It looks at procurement practices and strategies, assesses their impacts on the effectiveness of the procurement system and their influence on the economy at large. It further establishes linkages between procurement strategies and national well-being indicators. The case study also looks at the enabling factors that are critical to achieve a comprehensive measurement of the multi-dimensional impacts of strategic public procurement.

This annual publication compiles comparable tax revenue statistics for Australia, Bangladesh, Bhutan, Cambodia, People’s Republic of China, Cook Islands, Fiji, Indonesia, Japan, Kazakhstan, Korea, Kyrgyzstan, Lao People’s Democratic Republic, Malaysia, Maldives, Mongolia, Nauru, New Zealand, Pakistan, Papua New Guinea, Philippines, Samoa, Singapore, Solomon Islands, Thailand, Tokelau, Vanuatu and Viet Nam. It also provides information on non-tax revenues for selected economies. Based on the OECD Global Revenue Statistics database, the publication applies the OECD methodology to Asian and Pacific economies to enable comparison of tax levels and tax structures on a consistent basis, both among the economies of the region and with other economies worldwide. This edition includes a special feature on strengthening tax revenues in developing Asia. The publication is jointly produced by the OECD’s Centre for Tax Policy and Administration and the OECD Development Centre, in co-operation with the Asian Development Bank, the Pacific Island Tax Administrators Association and the Pacific Community.

This Trade and Gender Review of New Zealand draws on both quantitative and qualitative insights to provide a comprehensive analysis of the impact of trade, and trade policies, on New Zealand women as workers, consumers, and business owners and leaders. This Review sets out policy recommendations to help tackle the barriers that women face in engaging in trade and ensure that they share in the benefits from trade. Key recommendations include ensuring market access for goods and services that women produce and consume; incorporating gender provisions in trade agreements; trade facilitation reforms that particularly benefit women entrepreneurs; export promotion of women-led businesses; and ensuring diversity in trade policymaking.

This paper overviews structural reforms that promote the diffusion of digital technologies and investment in intangible capital that maximises the potential of these technologies in New Zealand. Effective use of digital technologies enables New Zealand citizens to participate in society in a more inclusive way, firms to strengthen competitiveness and better integrate into the global economy, and the government to offer better services. New Zealand has room to boost its relatively low productivity level by removing the structural bottlenecks holding back the expansion of its digital sector and digital innovation. There are severe shortages of specialised ICT skills owing to COVID-19-related border restrictions and a weak domestic pipeline of these skills that partly results from school students’ poor mathematics achievement. Some regulations have not kept pace with technological change and risk constraining digital innovation while failing to prevent harmful activities. More intensive use of digital tools is also held back by the low availability of high-speed Internet connections in rural areas and a lack of financial support for small businesses. Weak coordination between export promotion and innovation support prevents young firms investing in digital innovation from reaping high returns through exporting. New Zealand should rigorously implement its new national digitalisation strategy so that government agencies and social partners can advance digital transformation.