At 75%, the employment rate in New Zealand is the third highest among OECD countries and has been only marginally affected by the recent economic crisis.

Labour market conditions are improving in many OECD countries but the recovery from the recent economic crisis remains very uneven. Employment is still growing too slowly in the OECD area to close the jobs gap induced by the crisis, even by the end of 2016. Consequently, unemployment for the OECD as a whole is projected to continue its slow decline, reaching 6.6% by the end of 2016.

In 2010, the G20 called for the development of a set of internationally comparable indicators of skills for employment and productivity for Low-Income Countries (LIC) as part of its Multi-Year Action Plan on Development. To respond to this call, the OECD has established the World Indicators of Skills for Employment (WISE) database in close collaboration with the World Bank, ETF, ILO and UNESCO

Being able to directly measure all the above aspects would be extremely useful but economists and analysts usually face severe data limitations (e.g. small sample size, data comparability, measurement error etc.) and are, in many instances, forced to use second-best proxies to describe skills and build indicators.

Denmark was hit harder by the global financial crisis than its neighbouring countries and the OECD area, but is now slowly recovering. In the first quarter of 2016, the employment rate was still 4.8 percentage points lower than before the GFC with only minor improvement since 2013.

The labour market recovery in the Netherlands is lagging behind. As of the last quarter of 2015, the unemployment rate stood at 6.7%, just one percentage point lower than its cyclical peak and three percentage points higher from its level at the start of the global financial crisis. As a result of the sluggish recovery, the unemployment rate in the Netherlands is now slightly higher than that for the OECD as a whole.

Lending volumes and credit conditions for small and medium-sized enterprises (SMEs) have gradually improved, according to a new report from the OECD, but demand-side obstacles such as a lack of financial knowledge are contributing to holding back a stronger recovery.

OECD CLIs point to stable growth momentum in the OECD area

"Doctor Strange"; Director: Scott Derrickson; Cast: Benedict Cumberbatch, Chiwetel Ejiofor, Rachel McAdams, Benedict Wong, Mads Mikkelsen, Tilda Swinton, Michael Stuhlbarg, Benjamin Bratt and Scott Adkins;

This OECD Regulatory Policy Working Paper presents the methodology, key results and statistical analysis of the 2015 Indicators of Regulatory Policy and Governance (iREG) to complement the OECD Regulatory Policy Outlook 2015.

Indicators and database Governance 2018

Economy wide PMR Indicators (July 2019)

Sectoral PMR Indicators (July 2019)

OECD World Bank Economy wide PMR Indicators

OECD WBG Sector Indicators in Excel

OECD Network Sector Regulation Indicators

Co-organised by the Confederation of Indian Industry (CII) and the OECD in New Delhi, discussions at this seminar focused on corruption challenges facing Indian companies today and what can be done to overcome these challenges.

This compendium of good practices was prepared by the OECD at the request of the G20 Anti-corruption Working Group (ACWG), to raise awareness of the benefits of the digital transformation in the public sector, including governance, productivity, economic development and social innovation.

29/03/2018 - The OECD Working Party on Responsible Business Conduct is seeking candidates for a new Chairs to assist in implementing and promoting the OECD Guidelines for Multinational Enterprises.

Germany continues to demonstrate a high level of anti-bribery enforcement having prosecuted and sanctioned 328 individuals and 18 companies in foreign bribery cases since 1999.

The 2012 edition of Education at a Glance enables countries to see themselves in the light of other countries’ educational performance.

Governments should increase investment in early childhood programmes and maintain reasonable costs for higher education in order to reduce inequality, boost social mobility and improve people’s employment prospects, according to a new OECD report.

Indira Samarasekera, President of the University of Alberta in Canada, was one of the keynote speakers at this year’s Institutional Management in Higher Education (IMHE) Conference, held at OECD headquarters in Paris this past September. Marilyn Achiron, Editor at the OECD’s Education Directorate, spoke with her about a variety of subjects

In many OECD countries, ECEC services have increased in response to a growing demand for better learning outcomes as well as growing female labour force participation. In recent years, however, the goals of ECEC policy have become more child-centred.

The higher the level of education, the higher the salary cost of teachers per student. In Belgium (Flemish Community), France and Spain, the difference in the annual salary cost between the primary and upper secondary levels of education exceeds USD 1 800 in 2010.

In some countries, an increasing number of young people are neither in employment, nor in education or training (NEET). A high proportion of NEETs is an indicator of a difficult transition between school and work.

Education at a Glance: OECD Indicators is the authoritative source for accurate and relevant information on the state of education around the world. It provides data on the structure, finances, and performance of education systems in more than 40 countries, including OECD members and G20 partners.

Between 2000 and 2011, the number of international students has more than doubled. Today, almost 4.5 million tertiary students are enrolled outside their country of citizenship.

The United States should improve postsecondary career and technical training provisions to help students transition smoothly into education programs and the labor market, according to a new OECD report published today.

09/07/2013 - The United States should improve postsecondary career and technical training provisions to help students transition smoothly into education programs and the labor market, according to a new OECD report published today.

This Education Indicators in Focus No. 15 sets out the changing needs of a more diverse generation of university students.

Note summarising the United States' results in the PISA 2012 problem solving assessment.

Education has one of the highest shares of innovative jobs for tertiary graduates of all sectors of the economy in Europe, and a higher proportion than in other public sector areas such as health and public administration.

Many countries have implemented reforms to develop and support doctoral studies and postdoctoral research, stressing the crucial role of doctorate students and degree holders in terms of economic growth, innovation and scientific research.

In Denmark, Finland, the Netherlands, Norway and Sweden, participation rates in adult education and learning are over 60%, but they are one-third – or below – in Italy, the Russian Federation and the Slovak Republic.

Between 2000 and 2012, the proportion of young adults (25-34 year-olds) with a tertiary qualification has grown by more than 3% per year on average in OECD countries. On average across 24 national and sub-national entities participating in the OECD Survey of Adult Skills, 39% of adults have achieved a higher level of education than their parents.

Gender differences still exist in certain fields, with more men studying science, computing and engineering, and with women dominating education and health and welfare.

Educational opportunities have a very important impact on a person’s life. Employment, earnings, well-being, health and trust are all strongly related to education and skills. A lack of high-quality educational opportunities is the most important way in which poverty, social inequality and exclusion are transmitted from one generation to another.

In 2012, in more than one-third of OECD countries, over half of all upper secondary students participated in pre-vocational or vocational programmes but less than 30% of those students were exposed to work-based learning. Countries with well-established and high-quality vocational and apprenticeship programmes have improved youth employment opportunities.

In most OECD countries, the large majority of adults had at least an upper secondary qualification in 2013, making the completion of upper secondary education the minimum threshold for successful labour market entry and continued employability or the pursuit of further education.

There is no real consensus on how much class time is enough when it comes to learning mathematics, science and reading. But educators and policy makers generally agree that while it’s important for students to spend considerable time in school lessons to acquire new skills, spending more hours and minutes in class is not enough to ensure that students succeed in school.

Parents’ level of education still greatly influences that of their children: individuals are 4.5 times more likely to attend higher education if one of their parents has a higher education degree than if both their parents have below upper secondary education.

Graduation rates for bachelor’s and master’s degrees have dramatically increased over the past two decades, with 6 million bachelor’s degrees and 3 million master’s degrees awarded in OECD countries in 2013. Although women represent over half of the graduates at the bachelor’s and master’s level, they are still strikingly under-represented in the fields of sciences and engineering.

The number and length of school holidays differs significantly across OECD countries, meaning the number of instructional days in primary and secondary education ranges from 162 days a year in France to more than 200 days in Israel and Japan.

One in ten students at the master’s or equivalent level is an international student in OECD countries, rising to one in four at the doctoral level.

The education sector performs well for information and communication technology (ICT) and problem-solving skills, although it still lags behind the professional, scientific and technical activities sector.

OECD countries differ significantly in the way spending on tertiary education is shared between public and private sources of funding, and in the financial support they provide to students.

Whoever has a hammer sees every problem as a nail. Those in the security business tend to see the answer to radicalism and terrorism in military might, and those in the financial business in cutting flows of money.

Webinar: Andreas Schleicher, Director of the OECD Directorate for Education and Skills, presents the findings of Equations and Inequalities - Making Mathematics Accessible to All