By Date

OECD countries deliver publicly-funded employment services through different institutional arrangements. While in most OECD countries the majority of such services are delivered by public employment services, in two in five OECD and EU countries (or regions) they are partly or fully contracted out to external providers, including for-profit and not-for-profit entities. Contracting out employment services to outside providers offers many potential benefits: an increased flexibility to scale capacity in line with changes in unemployment, the possibility of offering services more cost-effectively, the option to better tailor services through the use of specialised service providers and the possibility to offer jobseekers choice of providers. However, achieving these benefits will depend on the actual design and monitoring of the contracting arrangements that are put in place. Focusing on the job brokerage, counselling and case-management employment services typically provided by public agencies, this paper reviews the experiences of OECD countries that have contracted out employment services through outcome-based payment schemes. It highlights the need to carefully consider questions related to the design and implementation of this form of contracting: fostering competition amongst potential providers, setting appropriate minimum service requirements and prices for different client groups, and ensuring the accountability of providers through monitoring and evaluations. These issues are discussed based on country examples, which are also detailed in factsheets contained in the online annex of the paper.

Services play a more important role in trade and employment in the United Kingdom than in most other OECD countries. The UK services sector is supported by an open and transparent trade regime, policies that support competition and innovation, and regulatory transparency that facilitates the creation of new services businesses and start-ups. That said, certain barriers to services trade remain. This report sheds light on the role of services trade in the UK economy, describing recent trends and highlighting future challenges, and explores policy options to support a sustainable recovery from the COVID-19 crisis.

The transition to a circular economy in Glasgow is part of a broader journey of the city aiming to transition from being one of the greatest industrial places in the world back in the 19th century, to becoming a carbon-neutral city by 2030. The 2020 Glasgow Circular Economy Route Map seeks to enable a system where people can access local jobs and where green business practices contribute to achieving zero carbon goals. This new path, primarily driven by the collaboration between Glasgow Chamber of Commerce, Zero Waste Scotland and Glasgow City Council, can also contribute to the recovery from the COVID-19 pandemic, which severely affected the local economy. This report summarises the findings from a 20-month policy dialogue between the OECD, the city of Glasgow and several stakeholders, presenting the state of the art of the circular transition, the main challenges and the ways forward for the implementation of the city’s Route Map.

Sub-national governments have a key role in delivering on national and international biodiversity commitments. Drawing on policy practices from Scotland (UK), France and other signatories to the Edinburgh Declaration, this paper provides an overview and analysis of sub-national strategies, plans and mechanisms to ensure policy coherence and co-ordination. It then examines the policy instruments that subnational governments can leverage to deliver positive biodiversity outcomes. The paper highlights, among other things, the need to: develop clear and measurable biodiversity targets at sub-national level; incorporate biodiversity considerations into sub-national climate action plans and urban, rural and regional development strategies, plans and instruments; and promote nature-based solutions at a sub-national level to harness synergies between climate mitigation, climate adaptation and biodiversity.

This report offers an initial overview of the available information regarding the circumstances, nature and outcomes of the education of schoolchildren during the first wave of COVID-19 lockdowns of March-April 2020. Its purpose is primarily descriptive: it presents information from high quality quantitative studies on the experience of learning during this period in order to ground the examination and discussion of these issues in empirical examples. Information is presented on three interrelated topics: the nature of the educational experience during the period of lockdowns and school closures; the home environment in which education took place for the vast majority of schoolchildren; the effects on the mental health and learning outcomes for children during this period. The data come primarily from 5 countries (France, Germany, Ireland, the United Kingdom and the United States) with additional information on some aspects for 6 additional countries (Australia, Belgium (Flanders), Canada, Finland, Italy and the Netherlands). This report will be of interest to policy makers, academics, education stakeholders and anyone interested in a first international empirical analysis of the effects of the pandemic on the lives and education of schoolchildren.

Scotland’s Curriculum for Excellence (CfE) is a pioneering example of curriculum reform, but the qualifications for upper-secondary school students have seen far less reform. Exam cancellations in 2020-21, and the debates generated provide an opportunity to radically reconsider the assessment system. This paper compares the Scottish system to four other British legacy systems and five other legacy traditions, to offer insight for how Scotland could improve the alignment between CfE and upper-secondary assessments. Theoretical considerations further guide the analysis on what constitutes a dependable and trustworthy assessment system, to refine the reflection around options for the Scottish system. Three major themes emerge from this comparative review: external assessments could be more innovative to capture a wider range of student capabilities; the role of teacher assessment could be reconsidered; and the academic and vocational strands could be better integrated with the assessment system to offer a broader range of curriculum options.