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  • 2015-2019  (27)
  • 1930-1934
  • Borgonovi, Francesca  (15)
  • Moarif, Sara  (12)
  • Paris : OECD Publishing  (27)
  • München
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  • Paris : OECD Publishing  (27)
  • München
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  • 1
    Language: English
    Pages: 1 Online-Ressource (115 p.)
    Series Statement: OECD Education Working Papers no.210
    Keywords: Education ; Chile
    Abstract: Chile is now working to develop stronger integration processes after being largely unprepared for the influx of immigrants who arrived in recent years. In the education sector, evidence suggests important differences in the academic and well-being outcomes between students with an immigrant background and native Chilean students. While available data on immigrant students in Chile is limited, these disparities highlight the need to reflect on the types of policies that can reverse emerging gaps, advance the educational and long-term success of students and promote social cohesion. As such, the Ministry of Education invited the OECD Strength through Diversity project to develop this Spotlight Report, which examines four policy priorities regarding the inclusion of immigrant and refugee students in the country: (1) School choice and segregation; (2) Language training; (3) Capacity building; and (4) Inclusive education. The findings of this report reflect existing OECD work on education policy in Chile and in the area of migration policy. The report also draws on national data, questionnaire results on policies and practices implemented in Chile to support the educational achievement and socio emotional well-being of immigrant students and examples of policies and practices in peer-learner countries and regions that were collected through desk based research (notably from Australia, Canada, the Netherlands, Sweden and the United States). Finally, interviews conducted by the OECD Strength through Diversity team during a review mission and a stakeholder workshop that took place in Santiago in June 2018 help inform the report.
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  • 2
    Language: English
    Pages: 1 Online-Ressource (146 p.)
    Series Statement: OECD Education Working Papers no.194
    Keywords: Education ; Sweden
    Abstract: Within OECD countries, Sweden has historically welcomed large numbers of migrants, in particular migrants seeking humanitarian protection. Since 2015, this large influx of new arrivals with multiple disadvantages has put a well-developed integration system under great pressure and highlighted a number of challenges for education policy given current institutional frameworks. PISA 2015 shows that immigrant students fare considerably worse than native students in terms of academic and well-being outcomes also after accounting for differences in social-economic background. The OECD has identified four priority areas for Sweden for closing the gap between immigrant and native students: (1) Facilitating the access of immigrants to school choice, (2) Building teaching capacity, (3) Providing language training and (4) Strengthening the management of diversity. The findings in this Spotlight Report are based on existing OECD work in the area of immigrant integration in education, OECD and national data, a questionnaire on the range of policies and practices in Sweden and good practice examples for the integration in the education system in peer-learner countries and regions [Austria, Germany, the Netherlands and North America (Canada and the United States)], which were identified of particular relevance for Sweden. The report also includes policy pointers on what policies and practices Sweden could adopt to respond to the current integration challenges in the four priority areas.
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  • 3
    Language: English
    Pages: 1 Online-Ressource (50 p.)
    Series Statement: OECD Education Working Papers no.205
    Keywords: Education
    Abstract: The Survey of Adult Skills, a product of the OECD Programme for the International Assessment of Adult Competencies (PIAAC), used computers as the main assessment deliver platform. This enabled the Programme to collect data not only on whether respondents were able to solve specific tasks, but also on how they approached the problems at hand and how much time they spent on them. This paper draws on this information to characterise individuals’ problem-solving strategies using the longest common subsequence (LCS) method, a sequence-mining technique commonly used in natural language processing and biostatistics. The LCS is used to compare the action sequences followed by PIAAC respondents to a set of “optimal” predefined sequences identified by test developers and subject matter experts. This approach allows studying problem-solving behaviours across multiple assessment items.
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  • 4
    Language: English
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA in Focus no.82
    Parallel Title: Parallele Sprachausgabe Performance et bien-être des élèves issus de l’immigration : Comment se situent les différents pays ?
    Keywords: Education
    Abstract: The ability of societies to preserve social cohesion in the presence of large migration flows depends on their capacity to integrate immigrants. Education can help immigrants acquire skills and contribute to the host-country economy; it can also foster immigrants’ social and emotional well-being and sustain their motivation to participate in the social and civic life of their new communities – and, by doing so, help them integrate more easily. But ensuring that students with an immigrant background have good well-being outcomes represents a significant challenge, because many immigrant or mixed-heritage students must overcome the adversities associated with displacement, socio-economic disadvantage, language barriers and the difficulty of forging a new identity all at the same time.
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  • 5
    Language: English
    Pages: 1 Online-Ressource (62 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2018/01
    Keywords: Environment
    Abstract: The enhanced transparency framework for climate action and support envisaged by the Paris Agreement is to “build on and enhance” current transparency arrangements under the United Nations Framework Convention on Climate Change (UNFCCC). This paper draws lessons from current reporting by Annex I and non-Annex I countries both within and outside the UNFCCC reporting framework to provide options that might inform the development of modalities, procedures and guidelines (MPGs) for reporting of technology transfer and capacity-building support under the Paris Agreement. The paper offers six options for consideration by Parties, with an emphasis on reporting by developing country Parties, given that very limited guidance has been available to these Parties to date. The options include how Parties might provide more guidance for reporting separately on financial, technology and capacity-building support; frame reporting of support needs and support received in the context of nationally determined contributions (NDCs); and facilitate more consistent use of key terminology and clearer reporting.
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  • 6
    Language: English
    Pages: 1 Online-Ressource (93 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2018/03
    Keywords: Environment
    Abstract: An enhanced transparency framework is a central component of the Agreement, and will apply to all Parties, with flexibility for developing country Parties that need it in the light of their capacities. This paper examines how such flexibility might be operationalised when reporting information under the future enhanced transparency system for greenhouse gas inventories and for progress towards the mitigation component of NDCs under Article 4. The paper also highlights how improvements over time in reporting of adaptation, and support needed and received could be encouraged. For each individual reporting element in these four areas, the paper identifies possible ways that countries with a range of different capacity levels could provide information for specific elements under the four reporting areas examined in the paper.
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  • 7
    Language: English
    Pages: 1 Online-Ressource (27 p.)
    Series Statement: OECD Education Working Papers no.184
    Keywords: Education
    Abstract: Numeracy and literacy skills have become increasingly important in modern labour markets. The large gender differences that several studies have identified have therefore sparked considerable attention among researchers and policy makers. Little is known about the moment in which such gaps emerge, how they evolve and if their evolution differs across countries. We use data from large-scale international assessments to follow representative samples of birth-cohorts over time, and analyse how gender gaps in numeracy and literacy evolve from age 10 to age 27. Our results suggest that, across the countries examined, males’ advantage in numeracy is smallest at age 10 and largest at age 27. The growth in magnitude of the gender gap is particularly pronounced between the age of 15 and 27. Such evolution stands in sharp contrast with the evolution of the gender gap in literacy, which is small at age 10, large and in favour of females at age 15, and negligible by age 27.
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  • 8
    Language: French
    Pages: 1 Online-Ressource (8 p.)
    Series Statement: PISA à la loupe no.82
    Parallel Title: Parallele Sprachausgabe How do the performance and well-being of students with an immigrant background compare across countries?
    Keywords: Education
    Abstract: Le maintien de la cohésion sociale en présence de flux migratoires importants dépend de la capacité des sociétés à intégrer les immigrés. L’éducation peut aider ces derniers à acquérir des compétences et à contribuer à l’économie de leur pays d’accueil ; elle peut aussi favoriser leur bien-être socio-affectif et encourager leur motivation à participer à la vie sociale et civique de leur nouvelle communauté – et, ce faisant, faciliter leur intégration. Toutefois, veiller à ce que les élèves issus de l’immigration présentent de bons résultats sur le plan du bien-être représente un défi de taille, car nombre d’élèves immigrés ou d’origine mixte doivent surmonter à la fois les obstacles liés au changement de leur lieu de vie, au désavantage socio-économique, à la barrière de la langue et à la difficulté de se forger une nouvelle identité.
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  • 9
    Language: English
    Pages: 1 Online-Ressource (40 p.)
    Series Statement: OECD Education Working Papers no.167
    Keywords: Education
    Abstract: Resilience refers to the capacity of individuals to prosper despite encountering adverse circumstances. This paper defines academic resilience as the ability of 15-year-old students from disadvantaged backgrounds to perform at a certain level in the Programme for International Student Assessment (PISA) in reading, mathematics and science that enables them to play an active role in their communities and prepares them to make the most of lifelong-learning opportunities. Using data from the most recent PISA cycles, this paper explores changes in the share of resilient students over time (2006-2015); highlights the importance of school environments and resources in mitigating the risk of low achievement for disadvantaged students; and identifies school-level factors that are associated with the likelihood of academic resilience among socio-economically disadvantaged students. Analyses reveal that several countries were able to increase the share of resilient students over time, reflecting improvements in the average performance of students, or a weaker relationship between socio-economic status and performance. In the vast majority of education systems examined, the likelihood of academic resilience among disadvantaged students is lower in schools where students report a negative classroom climate. The paper concludes by exploring school policies and practices that are associated with a positive classroom climate.
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  • 10
    Language: English
    Pages: 1 Online-Ressource (54 p.)
    Series Statement: OECD Education Working Papers no.185
    Keywords: Education
    Abstract: The paper examines the role of education in shaping individuals’ attitudes towards migration in European countries using data from the 2012, 2014 and 2016 editions of the European Social Survey (rounds 6, 7 and 8). Results indicate that, despite the large influx of migrants experienced by many European countries in 2015, attitudes towards migration reported by 25-65 year olds did not vary significantly over the period considered. Education was strongly associated with individuals’ attitudes towards migration although the strength of the association and how the association changed over time varied greatly across countries. On average a difference of one standard deviation in educational participation is associated with a difference of 20% of a standard deviation in reported opposition to migration. Around three quarters of the association between education and opposition to migration can be explained by the lower economic threat, cultural threat and prejudice that individuals with higher educational participation experience.
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  • 11
    Language: English
    Pages: 1 Online-Ressource (47 p.)
    Series Statement: OECD Education Working Papers no.165
    Keywords: Education
    Abstract: We assess the relationship between general literacy skills and health status by analysing data from the Programme for the International Assessment of Adult Competencies (PIAAC), an international survey of about 250 000 adults aged 16-65 years conducted by the Organisation for Economic Co-operation and Development (OECD) from 2011-15 in 33 countries/national sub-regions. Across countries, there seems to be a strong and consistent association between general literacy proficiency and self-rated poor health, independent of prior socio-economic status and income. General literacy proficiency also appears to be a mediator of the association between self-education and self-rated poor health. While the literacy-health association is robust over time, it varies in magnitude across countries. It is strongest for those with a tertiary or higher degree and does not appear to exist among young adults (ages 25 to 34 years). Future studies are required to understand the contextual factors that modify the general literacy proficiency-health association.
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  • 12
    Language: English
    Pages: 1 Online-Ressource (122 p.)
    Series Statement: OECD Education Working Papers no.183
    Keywords: Education ; Norway
    Abstract: As is the case in most OECD countries, boys in Norway are more likely to have lower levels of academic achievement and attainment than girls. While this phenomenon is not recent, it has become increasingly pronounced in recent years and, as a result, is attracting considerable attention from policy-makers in many countries. This paper develops evidence of gender gaps in educational outcomes in Norway and selected OECD countries and identifies examples of policies and practices that could help close existing gender gaps in Norway. The first part of the paper describes gender gaps in school achievement, attainment, attitudes, beliefs and behaviours using an international comparative analysis. Evidence from PIRLS, TIMSS, PISA and the OECD Survey of Adult Skills (PIAAC) is used to identify gender gaps during primary and secondary schooling as well as young adulthood. The second part of the paper summarises evidence on policies and practices that were implemented in other countries and that could support efforts in Norway to mitigate, prevent and reduce gender gaps in achievement and attainment. Most of the evidence on policies and practices reviewed in the report comes from the peer countries Finland, the Netherlands and the United States that were identified of particular relevance for Norway, given the policy challenge Norway faces.
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  • 13
    Language: English
    Pages: 1 Online-Ressource (38 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2016/04
    Keywords: Environment
    Abstract: An enhanced transparency framework will be a central component of the post-2020 international climate policy regime under the Paris Agreement, underpinning the dynamic process of updating nationally determined contributions (NDCs) and providing input to the global stocktakes of progress towards the long-term goals of the Paris Agreement. The enhanced transparency framework will apply to all Parties, with flexibility in light of capacities. This paper highlights lessons learned from the existing transparency framework for mitigation that can help inform the development of modalities, procedures and guidelines for the enhanced transparency framework under the Paris Agreement. It outlines how clearer and more detailed reporting guidelines could be developed for communication of the mitigation components of NDCs and reporting on progress in their implementation and achievement, based on NDC type.
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  • 14
    Language: English
    Pages: 1 Online-Ressource (117 p.)
    Series Statement: OECD Education Working Papers no.155
    Keywords: Education
    Abstract: This paper uses data from PISA and the OECD Survey of Adult Skills (PIAAC) to examine the evolution of socio-economic and gender disparities in literacy and numeracy proficiency between the ages of 15 and 27 in the sample of countries that took part in both studies. Socio-economic disparities are exacerbated between the age of 15 and 27 and the socio-economic gap in proficiency widens, particularly among low-achievers. Gender disparities in literacy at age 15 are marked across the performance spectrum but are particularly wide among low-performers. However, by age 24 there is no difference in the literacy proficiency of males and females. The gender gap in numeracy at age 15 is quantitatively small when compared with the gap in literacy, although it is more pronounced among high achievers. The paper canvasses possible explanations for the trends observed and discusses implications for policy and practice, including the extent to which the lack of an established link between PISA and PIAAC limits the analytical value of the two studies.
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  • 15
    Language: English
    Pages: 1 Online-Ressource (79 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2017/06
    Keywords: Energy ; Environment
    Abstract: The future enhanced transparency framework outlined in the Paris Agreement and its accompanying Decision is to build on, enhance and eventually supersede the existing measurement, reporting and verification (MRV) system established under the Cancún Agreements. This paper explores the issues of “building on” and “enhancing” as they relate to the biennial reporting of information on mitigation and finance, by drawing lessons from the existing MRV system and examining the Paris Agreement’s provisions. It examines four areas: greenhouse gas (GHG) inventories, reporting on progress with the mitigation component of nationally determined contributions (NDCs), finance provided and mobilised, and financial support received and needed. The paper also highlights the challenges met by Parties while reporting information for these areas to date, and provides suggestions on how forthcoming modalities, procedures and guidelines (MPGs) might reduce these difficulties.
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  • 16
    Language: English
    Pages: 1 Online-Ressource (44 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2016/03
    Keywords: Environment
    Abstract: An enhanced transparency framework will be a central component of the post-2020 international climate policy regime under the Paris Agreement. This paper explores the issue of transparency of climate finance information in the context of climate finance goals under the United Nations’ Framework Convention on Climate Change (UNFCCC). The transparency framework of the Paris Agreement covers only a subset of climate finance, i.e. finance provided and mobilised by developed countries for developing countries, climate finance provided and mobilised by “other” countries for developing countries, as well as climate finance received by developing countries. This paper focuses on data collection, reporting and review of these elements, and explores how the transparency of information on climate finance provided and mobilised could be improved from current arrangements in order to meet the aims set out in the Paris Agreement.
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  • 17
    Language: English
    Pages: 1 Online-Ressource (26 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2017/01
    Keywords: Environment
    Abstract: Parties to the United Nations Framework Convention on Climate Change are currently developing the operational elements of the Paris Agreement, including guidance for information to facilitate clarity, transparency and understanding (CTU) when Parties communicate their nationally determined contributions (NDCs). Drawing on Party submissions from 2016 and April 2017, and discussions held during the CCXG Global Forum on the Environment and Climate Change in March 2017, this paper synthesises and discusses views on guidance for CTU in four areas: the purpose of the guidance; where further guidance is needed; the elements of the guidance; and the relationship between guidance for CTU and other operational elements of the Paris Agreement. The paper then suggests ways for Parties to consider selected issues, namely: the structure and content of the guidance; its status; the scope of NDCs; and links between sets of guidance, including timing issues.
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  • 18
    Language: English
    Pages: 1 Online-Ressource (18 p.)
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2016/05
    Keywords: Environment
    Abstract: Article 13 of the Paris Agreement, agreed at the 21st Conference of the Parties to the United Nations Framework Convention on Climate Change (UNFCCC) in December 2015, calls for the adoption of an enhanced transparency framework for both mitigation action and support. This note presents a possible structure for the modalities, procedures and guidelines for the mitigation-related aspects of the enhanced transparency framework. The scope of the note includes reporting, technical expert review and multilateral consideration of progress, taking into account lessons learned from experience with reporting, review and other relevant processes under the UNFCCC and the Kyoto Protocol. The note aims to serve as a helpful reference for UNFCCC transparency negotiators, by flagging issues that will need to be addressed when Parties develop modalities, procedures and guidelines in this area, and by providing links to existing provisions or guidance for each topic.
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  • 19
    Language: English
    Pages: 1 Online-Ressource (56 p.)
    Series Statement: OECD Education Working Papers no.156
    Keywords: Education
    Abstract: The set of skills that is required to be a successful citizen in the 21st century is rapidly evolving. New technologies and social systems grow increasingly complex and require individuals to quickly and flexibly adapt to new and changing circumstances. This paper outlines the key features of the domain of adaptive problem solving that is proposed to be assessed in the 2nd cycle of the OECD Survey of Adult Skills (PIAAC) in addition to the domains of numeracy and literacy. Adaptive problem solving is considered to be a crucial 21st century skill that combines cognitive and meta-cognitive processes. The paper develops a definition of adaptive problem solving building on relevant work in cognitive psychology and cognitive science, introduces its covariates and preconditions, discusses relevant assessment principles, and provides insights on the relevance of adaptive problem solving for labour markets and social integration.
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  • 20
    Language: English
    Pages: 1 Online-Ressource (40 p.)
    Series Statement: OECD Education Working Papers no.164
    Keywords: Education
    Abstract: The paper examines between-country differences in the mechanisms through which education could promote generalised trust using data from 29 countries participating in the OECD’s Survey of Adult Skills (PIAAC). Results indicate that education is strongly associated with generalised trust and that a large part of this association is mediated by individuals’ literacy skills, income and occupational prestige. However, education gradients in levels of generalised trust and in the extent to which they are due to social stratification mechanisms or cognitive skills mechanisms vary across countries. Differences across countries in birthplace diversity and income inequality are correlated with how strongly education is associated with trust in different countries, as well as in the relative magnitude of direct and indirect associations. In particular, the relationship between literacy skills and generalised trust is stronger in the presence of greater birthplace diversity but is weaker in the presence of greater income inequality.
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  • 21
    Language: English
    Pages: 1 Online-Ressource (66 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.140
    Keywords: Education
    Abstract: In 2015, PISA (the Programme for International Student Assessment) asked students to describe their well-being in addition to collecting information on students’ subject-specific skills. This paper provides a comprehensive overview and details the policy relevance of the following five dimensions of well-being covered in PISA 2015: cognitive, psychological, social, physical and material well-being. In addition, the paper outlines the underlying indicators of each dimension and their theoretical and analytical value for education policy. This paper concludes by identifying data gaps within the indicators and exploring how future cycles of PISA could bridge these gaps in order to provide a more comprehensive portrait of students’ well-being.
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  • 22
    Language: English
    Pages: 1 Online-Ressource (39 p.) , 21 x 29.7cm.
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2016/02
    Keywords: Energy ; Environment
    Abstract: The agreement of an enhanced transparency framework was a key outcome of the COP 21 climate change conference in Paris. This enhanced transparency framework will play an important role in tracking progress towards the individual and collective goals agreed at COP 21 and in understanding achievement of nationally determined contributions under the Paris Agreement. This paper unpacks the transparency-related provisions within the Paris Agreement and Decision 1/CP.21 relating to mitigation and support. It also explores the relationship between the existing and future transparency framework, information required to track progress towards nationally determined contributions for mitigation, and fulfilling reporting provisions on finance provided, mobilised and received.
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  • 23
    Language: English
    Pages: 1 Online-Ressource (37 p.) , 21 x 29.7cm.
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2015/07
    Keywords: Energy ; Environment
    Abstract: There are many reasons why the United Nations Framework Convention on Climate Change (UNFCCC) reporting framework requests information from countries. These include understanding and tracking progress with individual or collective commitments or pledges, providing confidence and enhancing accountability in quantified information measured and reported, and providing background information on the scope and ambition of national climate responses. This paper highlights the gaps, inconsistencies and uncertainties in the current reporting framework, which was developed for both long-standing obligations and mitigation pledges for the period to 2020. The paper also identifies possible improvements in the UNFCCC reporting framework in the context of the post-2020 transparency framework and nationally determined contributions (NDCs) for the post-2020 period.
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  • 24
    Online Resource
    Online Resource
    Paris : OECD Publishing
    Language: English
    Pages: 1 Online-Ressource (55 p.) , 21 x 29.7cm.
    Series Statement: OECD Education Working Papers no.119
    Keywords: Education
    Abstract: Trust is important for social and economic well-being, for enhancing social cohesion and strengthening resilience, and for maintaining security and order in our societies. Trust is the foundation upon which social capital is built and it also is intimately related to human capital. This work examines the association between education and levels of interpersonal trust, using data from the OECD’s Survey of Adult Skills (PIAAC). Our analysis demonstrated that education strengthens the cognitive and analytical capacities needed to develop, maintain, and (perhaps) restore trust in both close relationships as well as in anonymous others. It does so both directly, through building and reinforcing literacy and numeracy in individuals, and indirectly, through facilitating habits and reinforcing behaviours such as reading and writing at home and at work. Education and trust are thus fundamentally intertwined and dependent on each other. While all countries across the OECD have been striving to improve their education systems in terms of student achievement levels, this analysis suggests that there are also concrete elements that could be usefully addressed in order to reinforce and strengthen trust.
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  • 25
    Language: English
    Pages: 1 Online-Ressource (53 p.) , 21 x 29.7cm.
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2015/03
    Keywords: Energy ; Environment
    Abstract: Climate support will be an important element in reaching a post-2020 climate agreement at COP 21 in December 2015. To further increase and mobilise the levels of climate support post-2020, a number of proposals have been made in the negotiating text produced in the Geneva session of the Ad-hoc Working Group on the Durban Platform of the UN Framework Convention on Climate Change (UNFCCC) in February 2015. This paper explores the advantages and disadvantages of several of these proposals, focusing on those that are clear and specific. The paper assesses proposals on mobilising climate finance using the following criteria: (i) the level of financial flows that they could generate; (ii) how much of this could be mobilised in the UNFCCC context; (iii) the ease of implementation of the proposal; (iv) if and how such increased mobilisation could be monitored; and (v) whether the proposal would fill a specific gap in the context of climate support within the UNFCCC. The paper undertakes a similar assessment for proposals in the Geneva text on enhancing the level of technology development and transfer, as well as capacity building. It discusses whether the proposals could potentially increase technology development and transfer, capacity building and development, as well as whether they are likely to do so in practice, based on current experience and ease of implementation. The proposals vary significantly in the amount of climate support they could mobilise (or enhance, in the case of technology and capacity building), for a range of reasons. These include the particular wording of the proposals, their sensitivity to national implementation, uncertainty in measuring progress towards objectives, and in some cases the limited role the UNFCCC plays as an institution in a given area of climate support.
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  • 26
    Language: English
    Pages: 1 Online-Ressource (26 p.) , 21 x 29.7cm.
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2015/06
    Keywords: Energy ; Environment
    Abstract: Parties to the UN Framework Convention on Climate Change (UNFCCC) are currently negotiating a climate change agreement scheduled for adoption at the 21st Conference of the Parties in December 2015. At the centre of the new agreement are nationally determined contributions (NDCs). These are the objectives and actions relating to mitigation or other aspects of climate change responses that countries are willing to put forward internationally and be bound by in some way. This paper seeks to clarify and discuss ideas contained in the draft agreement and draft decision text for the 2015 agreement that may serve to enhance the dynamism and ambition of nationally determined mitigation contributions or commitments (NDMCs). Provisions for ambition and dynamism are included in the procedures framing NDMCs, namely common, regular communications and the requirement that NDMCs become more ambitious over time. Several multilateral processes are also proposed, which might influence the ambition of NDMCs in terms of their content and implementation. The paper discusses proposals for a clarification exercise, a regular global stocktake, and individual assessment and review processes contained with the transparency system and a potential facilitative compliance and implementation system. There are implementation challenges associated with all proposals, though overall these could encourage countries to maximise effort, and provide an opportunity for countries to revise and update their contributions and commitments at regular intervals.
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  • 27
    Language: English
    Pages: 1 Online-Ressource (22 p.) , 21 x 29.7cm.
    Series Statement: OECD/IEA Climate Change Expert Group Papers no.2015/02
    Keywords: Energy ; Environment
    Abstract: Parties to the UN Framework Convention on Climate Change (UNFCCC) produced a negotiating text in February 2015, which forms the basis for negotiations toward a climate change agreement scheduled for adoption at the 21st Conference of the Parties in December 2015. This document aims to better understand proposals in the Geneva negotiating text related to the notion of strengthening nationally determined contributions (NDCs) over time, contained under the headings “strategic review of implementation”, “aggregate ambition assessment” and “enhanced ambition mechanism”. This paper focuses on how key elements of these proposals might apply to mitigation contributions or the mitigation component of NDCs: The document examines the main proposals in terms of their relevance, coherence, assumptions, scope, and feasibility, in the context of a cycle of mitigation contributions that seek to become more ambitious over time. It also explores whether the proposals are likely to be effective in achieving their foreseen outcomes, the majority of which involve changes to NDCs. In general, it finds that there is significant overlap between proposals for various “review” processes in different parts of the Geneva negotiating text, as well as overlap with monitoring, reporting and verification processes under the UNFCCC. The document also presents some broad messages on the subject of “strategic review” expressed during the CCXG Global Forum in March 2015. It is currently unclear what a review or assessment process would comprise, largely because it relates to an overarching process – a cycle of contributions – for which there is not yet an agreed vision or scope.
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