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Reports


  • 20-June-2019

    English

    Energy Policies of IEA Countries: United Kingdom 2019

    The International Energy Agency (IEA) regularly conducts in-depth peer reviews of the energy policies of its member countries, a process that supports energy policy development and encourages the exchange of international best practices and experiences. The United Kingdom is a global leader in decarbonisation, both in terms of actual emissions reductions and ambitions set out in five-year carbon budgets. The carbon price floor has supported coal-to-gas switching, which combined with a record investment in offshore wind and solar PV, is transforming the UK power sector. By 2030, wind and solar are expected to reach above 50%, more than in any other country. Solutions for flexible electricity markets and technologies need to be scaled up. Coal and nuclear power capacity is going to retire and new nuclear faces a weak outlook, the contribution of natural gas to meet peak demand is likely to increase. The UK has been able to stabilise production from the North Sea. Given its long term decline, however, oil & gas imports are critical. Maintaining open energy trade with the Continent and the world has to remain a top priority. The UK Clean Growth Strategy puts energy technology and innovation at the centre of its decarbonisation policy. The IEA underlines that the country’s offshore expertise is a strong basis for innovative technologies, such as carbon capture, utilisation and storage (CCUS) and also hydrogen, along with improving energy efficiency. In this report, the IEA provides recommendations to help the country guide the transformation of the UK energy sector and to meet its ambitious targets.
  • 22-May-2019

    English, PDF, 569kb

    Skills Strategy 2019: Northern Ireland

    This document describes the key findings for Northern Ireland from the OECD Skills Strategy 2019.

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  • 22-May-2019

    English, PDF, 553kb

    Skills Strategy England Country Note

    This document describes the key findings for England from the OECD Skills Strategy 2019.

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  • 10-April-2019

    English, PDF, 365kb

    The Squeezed Middle Class - How does the United Kingdom compare?

    This country fact-sheet presents key figures from "Under Pressure: The Squeezed Middle Class". This report analyses the trends of middle-income households in areas such as employment, consumption, wealth and debt, as well as perceptions and social attitudes. It also includes recommendations for protecting middle-class living standards and financial security in the face of economic challenges.

  • 27-March-2019

    English, PDF, 695kb

    Society at a Glance 2019 - How does the United Kingdom compare?

    This country highlight puts the spotlight on lesbian, gay, bisexual and transgender (LGBT) people: their numbers, their economic situation and well-being and policies to improve LGBT inclusivity. It also includes a special chapter on people’s perceptions of social and economic risks and presents a selection of social indicators.

  • 20-March-2019

    English

    United Kingdom - OECD Anti-Bribery Convention

    This page contains all information relating to implementation of the OECD Anti-Bribery Convention in the United Kingdom.

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  • 8-February-2019

    English

    Engaging Employers and Developing Skills at the Local Level in Northern Ireland, United Kingdom

    The success of skills development activities through both on- and off-the job training often depends on the participation of employers. This OECD report on Northern Ireland, United Kingdom identifies a number of innovative programmes that aim to better engage employers in the design and delivery of training. It also looks at the role of local district councils in working closer with employers to better understand and address their skills challenges. A key part of the project was the implementation of a survey to gather information from Northern Irish employers about their skills needs and barriers to apprenticeship participation. The report offers a number of recommendations for improving business-education partnerships in emerging sectors of the Northern Ireland economy.
  • 4-December-2018

    English, PDF, 546kb

    Good jobs for all in a changing world of work: The new OECD Jobs Strategy – Key findings for the United Kingdom

    The digital revolution, globalisation and demographic changes are transforming labour markets at a time when policy makers are also struggling with slow productivity and wage growth and high levels of income inequality. The new OECD Jobs Strategy provides a comprehensive framework and policy recommendations to help countries address these challenges.

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  • 7-November-2018

    English, PDF, 538kb

    Stemming the Superbug Tide in the United Kingdom

    Resistance proportions for eight antibiotic-bacterium pairs in the United Kingdom (UK) have decreased in recent years, from 13.5% in 2005 to 9% in 2015, and could go up again to 11% by 2030, should current trends in antibiotic consumption, population and economic growth continue into the future. Resistance proportions in the UK were lower than the OECD average in 2015 (17%).

  • 23-October-2018

    English

    Developing Schools as Learning Organisations in Wales

    Wales (United Kingdom) considers the development of schools as learning organisations as vital for supporting schools to put its new, 21st century curriculum into practice. A growing body of research evidence shows that schools that operate as learning organisations can react more quickly to changing external environments and embrace changes and innovations.This report aims to support Wales in this effort, gauging the extent to which schools have put into practice the characteristics of learning organisations and identifying areas for further development. It also examines the system-level conditions that can enable or hinder schools in Wales in developing as learning organisations. It offers a number of concrete recommendations for consideration by the Welsh Government and other stakeholders at various levels of the system.The report will be valuable not only for Wales, but also to the many countries that are looking to establish collaborative learning cultures across their school systems.
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