By Date

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.

Turkey is exposed to multiple natural hazard-induced disasters (NHID) and has considerable experience in managing the associated risks. Drought, in particular, has had significant impacts on the country’s agricultural sector, and the frequency of droughts is expected to increase due to climate change. Existing governance and policy frameworks seek to ensure that the agricultural sector is prepared for, and able to respond to, adverse events as they occur. While these mechanisms contribute to improved resilience, further opportunities exist to strengthen policy processes, in particular by increasing farmer and private sector participation.

Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens. The benefits of developing children's social-emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well-functioning society. The OECD's Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students' social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio-economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills.

Countries in Eastern Europe and Central Asia have clear aspirations to strengthen civic participation and increase prosperity for all. A highly skilled and knowledgeable population is critical to achieving these goals, which makes creating and maintaining high quality and equitable education systems a vital part of regional development efforts. Results from the Programme for International Student Assessment (PISA) show that learning outcomes in the region have generally improved, but that the improvement has not been equitable. While countries in the region are producing some of the top performing students in the world, many other students are being left behind. This report, jointly developed by OECD and UNICEF, analyses PISA data in detail to identify the strengths, challenges and unique features of education systems in Eastern Europe and Central Asia. Drawing upon a rich knowledge base of education policy and practice in the region, it makes recommendations about how systems in the region can provide an excellent education for all students. This report will be of interest to regional policy-makers as well as individuals who wish to learn more about education in Eastern Europe and Central Asia.

Natural hazard-induced disasters (NHID), such as floods, droughts, severe storms, and animal pests and diseases have significant, widespread and long-lasting impacts on agricultural sectors around the world. With climate change set to amplify many of these impacts, a 'business-as-usual' approach to disaster risk management in agriculture cannot continue if we are to meet the challenges of agricultural productivity and sustainability growth, and sustainable development. Drawing from seven case studies – Chile, Italy, Japan, Namibia, New Zealand, Turkey and the United States – this joint OECD-FAO report argues for a new approach to building resilience to NHID in agriculture. It explores the policy measures, governance arrangements, on-farm strategies and other initiatives that countries are using to increase agricultural resilience to NHID, highlighting emerging good practices. It offers concrete recommendations on what more needs to be done to shift from coping with the impacts of disasters, to an ex ante approach that focuses on preventing and mitigating the impacts of disasters, helping the sector be better prepared to respond to disasters, and to adapt and transform in order to be better positioned for future disasters.

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 Turkey.

Productivity in Turkey has been growing stronger than in most peer countries since 2010 but has slowed down. Despite a remarkably entrepreneurial population, business dynamism has also been less vigorous in recent years. This working paper discusses the factors behind this slowdown and analyses a wide range of structural policies that would help to revive productivity growth and unleash the full potential of the Turkish business sector. The elevated number of informal, semi-formal and fully formal forms constitutes a key impediment to higher growth and more high-quality jobs. Structural reforms that allow more flexibility in labour markets, more competition in product markets and major progress with the quality of governance would foster productivity growth, job creation but also boost the digital transformation. Streamlining and simplifying the complex system of regulations and government support schemes would prevent firms from clustering around eligibility thresholds and thus remove obstacles to the upscaling of firms.

The International Energy Agency (IEA) regularly conducts in-depth peer reviews of the energy policies of its member countries. This process supports energy policy development and encourages the exchange of international best practices and experiences. The guiding principles of Turkish energy policy continue to be market reform and energy security. Rapid economic and population growth in the past two decades have not only driven strong growth in energy demand but also an associated increase in import dependency. Turkey has prioritised security of energy supply as one of the central pillars of its energy strategy, including efforts to boost domestic oil and gas exploration and production, diversify oil and gas supply sources and associated infrastructure, and reduce energy consumption through increased energy efficiency. Turkey has seen considerable diversification of its energy mix in the past decade, in particular through the growth of renewable electricity generation. The commissioning of Turkey’s first nuclear power facility in 2023 will further diversify the country’s fuel mix. Notwithstanding many positive changes Turkey has made toward liberalising its energy markets and diversifying its energy sources, the government should ensure that policies in place to bolster energy security – including growth in coal-fired generation and support for various forms of electricity generation – do not impede the economic efficiency of markets and the country’s longer-term decarbonisation efforts. In this report, the IEA provides energy policy recommendations to help Turkey smoothly manage the evolution of its energy sector.

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.