Data are provided for all OECD member countries (including area totals), and for Brazil, China, India, Indonesia, the Russian Federation and South Africa. For each indicator, there is a two-page spread: a text page includes a short introduction followed by a detailed definition of the indicator, comments on comparability of the data, an assessment of long-term trends related to the indicator and a list of references for further information on the indicator; the second page contains a table and a graph providing, at a glance, the key message conveyed by the data. Each indicator includes "StatLinks" which allow readers to download the corresponding data.
OECD Countries covered include Australia, Austria, Belgium, Canada, Chile,Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Israel, Italy, Japan, Korea, Luxembourg, Mexico, Netherlands, New Zealand, Poland, Portugal, Slovak Republic, Slovenia, Spain, Sweden, Switzerland, Turkey, the United Kingdom, and the United States. Non-OECD countries covered include Brazil, China, India, Indonesia, Russia, and South Africa.
Topics covered include population and migration; production and productivity; household income, wealth and debt; globalisation, trade and foreign direct investment (FDI); prices, interest rates and exchange rates; energy and transportation; labour, employment and unemployment; science and technology including research and development (R&D) and the Information and Communications Technology (ICT) sector; environment including natural resoures, water,and air and climate; education resources and outcomes; government expenditures, debt, revenues, taxes, agricultural support and foreign aid; and health status, risk and resources.
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This report offers policy insights and stimulates new research to complement and further develop the recent OECD Teaching and Learning International Survey (TALIS) and the upcoming PISA 2012 assessment, which will again focus on mathematics. In addition, this report may be of interest to teachers, educators and officials within national and local educational authorities responsible for the professional development of teachers or for programme development, as well as members of school boards and parent advisory bodies.
This new publication is a product of the OECD-Eurostat Entrepreneurship Indicators Programme, which is a long-term programme of internationally-comparable policy-relevant entrepreneurship statistics. The work involves developing standard definitions and concepts and engaging countries and international Agencies in the collection of data. An international group of statisticians and analysts provides guidance to the Programme that benefits from sponsorship by the Ewing Marion Kauffman Foundation in the United States.
The document looks at the state of science and technology in the OECD across four broad dimensions:
• Section A: Innovation and R&D.
• Section B: Human Resources in Science and Technology (HRST).
• Section C: Patents.
• Section D: Other areas (ICT, globalisation, industrial structure).
The OECD Programme for International Student Assessment (PISA) seeks to answer these questions through the most comprehensive and rigorous international assessment of student knowledge and skills. PISA 2012 Assessment and Analytical Framework presents the conceptual framework underlying the fifth cycle of PISA. Similar to the previous cycles, the 2012 assessment covers reading, mathematics and science, with the major focus on mathematical literacy. Two other domains are evaluated: problem solving and financial literacy. Students respond to a background questionnaire and, as an option, to an educational career questionnaire as well as another questionnaire about Information and Communication Technologies (ICTs). Additional supporting information is gathered from the school authorities through the school questionnaire and from the parents through a third optional questionnaire. Sixty-six countries and economies, including all 34 OECD member countries, are taking part in the PISA 2012 assessment.
The OECD Workshop on Healthy Ageing and Biotechnology, held in November 2000 in Tokyo, brought together an interdisciplinary group of world experts in molecular biology, geriatrics, epidemiology, health economics, ethics and health policy. Their perspectives are the subject of this book and collectively help provide a better understanding of the issues and relative contribution that biotechnological solutions will make to the promotion of healthy ageing.
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Cet ensemble de données fournit un cadre cohérent précis qui permet de chiffrer la production agricole et ses diverses composantes, les consommations intermédiaires, les différentes mesures relatives à la valeur ajoutée et aux revenus, ainsi que la formation de capital. Pour en faciliter la consultation et simplifier la comparaison des données, cette publication comprend deux parties :
-Des tableaux internationaux présentant des données concernant les principales variables entre 1985 et 1998 ;
-Des tableaux nationaux présentant les comptes agricoles en dollars (après conversion sur la base des parités de pouvoir d’achat), aux prix courants et aux prix constants de 1990, pour la période comprise entre 1991 et 1997, ainsi que les comptes exprimés pour chaque pays en monnaie nationale aux prix courants pour la période 1984 1997.
PISA Computer-Based Assessment of Student Skills in Science describes how the 2006 survey was administered, presents 15-year-olds’ achievement scores in science and explains the impact of information communication technologies on both males’ and females’ science skills. While males outperformed females on the computer-based test in all three countries, females in Iceland and males in Denmark performed better than their counterparts on the paper-and-pencil test. The evidence shows that, overall, males are more confident and use computers more frequently. While females tend to use the Internet more for social networking activities, males tend to browse the Internet, play games and download software.
Readers will also learn how students reacted to the electronic questionnaire and how it compared with pencil-and-paper tests. In general, there were no group differences across test methods buts students enjoyed the computer-based test more than the paper-and-pencil test.
Investment for Development provides a record of the OECD Investment Committee's co-operation programmes with non-member economies and their results. These extensive co-operation activities are organised around three dimensions: global events, regional initiatives and dialogue with individual countries. This report documents how these initiatives help to strengthen implementation capacities and best practices among non-members, drawing on the broad applicability of the principles and expertise the OECD has developed in the area of international investment, including the positive contribution of responsible international business.
Host countries are not alone in advancing this agenda. Home countries have a key role to play too. One example is the role of official development assistance in mobilising private investment. Investment for Development includes a report that identifies policy lessons and the analytical evidence that underpins them.
This study shows that success requires not some silver bullet, but a range of complementary factors that support the innovation-intensive growth exemplified by new information and communication technologies such as the Internet and Internet applications like electronic commerce. Supportive policies include those favourable to innovative start-ups and to financial systems able to support them, those that facilitate the reorganisation required to reap the full benefits of ICT, regulatory and institutional frameworks that facilitate links between science and industry, and efforts to train and obtain the necessary human capital, as well as public support for basic scientific research. While this study is far from exhaustive, it represents an important step in understanding the conditions under which economies flourish.
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