Publications

This report explores evidence-based action areas to increase and accelerate the mobilisation of private finance for climate action in developing countries, and the role of international public finance providers in doing so. It draws on best-available data to provide disaggregated analysis of the sectoral, geographic and other features of private finance mobilised by public climate finance and presents key economy-wide, sector-specific, and institutional challenges to private finance mobilisation. The analysis is anchored in the context of the USD 100 billion climate finance goal, initially set for 2020 and extended to 2025, while also providing insights related to mobilising private finance for climate action in developing countries more broadly.

This report presents aggregate trends of annual climate finance provided and mobilised by developed countries for developing countries for the period 2013-2021. It includes breakdowns by climate theme, sector, financial instrument and recipient country grouping for the period 2016-2021. The report also provides key recommendations for international providers to increase financing towards adaptation and more effectively mobilise private finance for climate action, which are both important policy priorities and current bottlenecks. The recommendations in this report draw from two OECD publications on scaling up private climate finance and adaptation finance.

Ireland is home to a vibrant social enterprise community, active in essential sectors such as health, care, and education, as well as local development and cultural and creative sectors. This report provides an in-depth analysis of social entrepreneurship and social enterprises in Ireland. It identifies the country’s strengths and challenges and provides policy recommendations. An action plan with concrete and actionable measures is also provided to support Ireland in the development of its new national social enterprise policy. Following an overview of the socio-economic landscape (Chapter 1), the report describes factors underpinning social entrepreneurship, social enterprises and the social economy in the context of Ireland (Chapter 2); analyses the institutional and legal framework around social enterprises (Chapter 3); explores conditions and opportunities for access to finance and funding (Chapter 4); navigates developments in access to public and private markets for social enterprises (Chapter 5); looks at the existing state of social impact measurement and data availability on social enterprises (Chapter 6) and concludes with skills and business development for social entrepreneurship (Chapter 7).

This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship 4 on 'Fostering, attracting and retaining deep tech talent'. EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that can trigger and shape innovation for the digital and green transitions, and the mechanisms through which higher education can contribute to their development in secondary education (Strand 1), higher education (Strand 2), and adult upskilling and reskilling (Strand 3). This report for EIPC Strand 1 examines how higher education institutions (HEIs) can support teachers and school leaders in secondary schools to help their students develop competencies for innovation. Drawing on research evidence, practical examples and insights from the EIPC network and a wide range of OECD and EU education systems, it offers five options for consideration by education policy makers on how to strengthen HEIs’ role in supporting secondary education to develop human capacity for innovation.

This report provides an assessment of Hungary’s Draft Medium Term National Anti-Corruption Strategy for 2023-2025 (NACS) and the Action Plan for its implementation. The NACS is one of several steps Hungary is taking to improve its rule of law performance. This report highlights strengths and makes recommendations for improving the NACS based on international good practice, the OECD’s Public Integrity Indicators, and Hungary’s commitments within its Recovery and Resilience Plan and remedial measures.

When it comes to high-tech innovations, the United States leads the path amongst OECD economies. However, in the context of the national record-breaking activities in high tech innovation, there lies distinct and growing geographical disparities. This report dives into strategies for better understanding innovation that occurs in rural places, and places outside major metropolitan areas, often going beyond science and technology. It provides analysis and recommendations to support regional development initiatives aimed at closing the gaps in innovation between rural and urban areas. The report includes a special topic chapter on the role of broadband and education in rural areas, exploring trends and providing policy recommendations to enhance rural innovation through these specific and critical framework conditions.

This analytical report was prepared by the OECD Higher Education Policy Team as part of the Education and Innovation Practice Community (EIPC), an action of the European Union’s New European Innovation Agenda, flagship 4 on 'Fostering, attracting and retaining deep tech talent'. EIPC seeks to bring together peers from policy and practice to advance understanding of the competencies that can trigger and shape innovation for the digital and green transitions, and the mechanisms through which higher education can contribute to their development in secondary education (Strand 1), higher education (Strand 2), and adult upskilling and reskilling (Strand 3). This report for EIPC Strand 1 examines how higher education institutions (HEIs) can support the integration of competencies for innovation into secondary school curricula. Drawing on research evidence, practical examples and insights from the EIPC network and a wide range of OECD and EU education systems, it offers six options for consideration by education policy makers on how to strengthen HEIs’ role in supporting effective curriculum development in schools.

As artificial intelligence (AI) expands its scope of applications across society, understanding its impact becomes increasingly critical. The OECD's AI and the Future of Skills (AIFS) project is developing a comprehensive framework for regularly measuring AI capabilities and comparing them to human skills. The resulting AI indicators should help policymakers anticipate AI’s impacts on education and work. This volume describes the second phase of the project: exploring three different approaches to assessing AI. First, the project explored the use of education tests for the assessment by asking computer experts to evaluate AI’s performance on OECD’s tests in reading, mathematics and science. Second, the project extended the rating of AI capabilities to tests used to certify workers for occupations. These tests present complex practical tasks and are potentially useful for understanding the application of AI in the workplace. Third, the project explored measures from direct AI evaluations. It commissioned experts to develop methods for selecting high-quality direct measures, categorising them according to AI capabilities and systematising them into single indicators. The report discusses the advantages and challenges in using these approaches and describes how they will be integrated into developing indicators of AI capabilities.

Education systems around the world are increasingly recognising that social and emotional skills (SES) are essential for students and societies. This paper contributes to the Innovative approaches to measuring social and emotional skills project, which aims to complement self-report measures of SES with more direct assessments. It addresses criticisms of the OECD framework for SES used by the OECD Survey on Social and Emotional Skills and discusses the use of the Big Five model as an underlying structure for organising SES. The paper then examines the teachability of SES through a comprehensive literature review. In addition, it reviews the evidence for the relationship between different SES and key life outcomes. The paper also seeks to reconcile divergent conceptual understandings in the literature by providing a clear definition of SES and highlighting discrepancies in skill definitions. The conclusions of the paper identify gaps in current research, highlight teachable skills with notable predictive value SES relevant for educators and policy makers, and support the development of direct SES assessments.

Open government is a powerful catalyst for driving democracy, public trust, and inclusive growth. In recognition of this, the OECD Council adopted the Recommendation on Open Government in 2017. To date, it remains the first - and only - internationally recognised legal instrument on open government and has guided many countries in designing and implementing their open government agendas. This report takes stock of countries' implementation of the Recommendation, its dissemination, and its ongoing significance. It is based on an OECD survey carried out in 2020/2021 among all countries that adhered to the Recommendation and other partner countries, as well as on further data collected through a perception survey with delegates to the OECD Working Party on Open Government.