OECD Annual Report 2005 PDF Download
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Author: OECD
Publisher: OECD Publishing
ISBN: 9264007849
Category :
Languages : en
Pages : 143
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Book Description
A comprehensive report on OECD activities in 2004-2005.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264007849
Category :
Languages : en
Pages : 143
Get Book Here
Book Description
A comprehensive report on OECD activities in 2004-2005.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264196374
Category :
Languages : en
Pages : 99
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Book Description
A comprehensive report on OECD activities in 2001-2002.
Author: OECD
Publisher: OECD Publishing
ISBN: 9789264100619
Category :
Languages : en
Pages : 344
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Book Description
Provides an annual assessment of labour market developments and prospects in the OECD area. This edition includes chapters on the labour mobilisation challenge, makng work pay, benefits and employment, and upgrading workers'skills. A Statistical Annex is provided.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264009396
Category :
Languages : en
Pages : 146
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Book Description
This book provides an overview of the main tools and approaches available to enterprises wishing to put the Environment chapter of the OECD Guidelines into practice.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264192743
Category :
Languages : en
Pages : 91
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Book Description
This report presents studies and data available regarding the existence and magnitude of base erosion and profit shifting (BEPS), and contains an overview of global developments that have an impact on corporate tax matters.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264076905
Category :
Languages : en
Pages : 244
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Book Description
This book sheds light on the use of tax expenditures, mainly through a study of ten OECD countries: Canada, France, Germany, Japan, Korea, Netherlands, Spain, Sweden, the United Kingdom and the United States. It highlights key trends and successful practices.
Author: OECD
Publisher: Org. for Economic Cooperation & Development
ISBN: 9789264303386
Category : Business & Economics
Languages : en
Pages : 464
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Book Description
- Foreword - Editorial - Education's promise to all - Introduction: The Indicators and their Framework - Reader's guide - Executive summary - Equity in the Education Sustainable Development Goal - Indicator A1 To what level have adults studied? - Indicator A2 Transition from education to work: Where are today's youth? - Indicator A3 How does educational attainment affect participation in the labour market? - Indicator A4 What are the earnings advantages from education? - Indicator A5 What are the financial incentives to invest in education? - Indicator A6 How are social outcomes related to education? - Indicator A7 To What extent do adults participate equally in education and learning? - Indicator B1 Who participates in education? - Indicator B2 How do early childhood education systems differ around the world? - Indicator B3 Who is expected to graduate from upper secondary education? - Indicator B4 Who is expected to enter tertiary education? - Indicator B5 Who is expected to graduate from tertiary education? - Indicator B6 What is the profile of internationally mobile students? - Indicator B7 How equitable are entry and graduation in tertiary education? - Indicator C1 How much is spent per student on educational institutions? - Indicator C2 What proportion of national wealth is spent on educational institutions? - Indicator C3 How much public and private investment on educational institutions is there? - Indicator C4 What is the total public spending on education? - Indicator C5 How much do tertiary students pay and what public support do they receive? - Indicator C6 On what resources and services is education funding spent? - Indicator C7 Which factors influence teachers' salary cost? - Indicator D1 How much time do students spend in the classroom? - Indicator D2 What is the student-teacher ratio and how big are classes? - Indicator D3 How much are teachers and school heads paid? - Indicator D4 How much time do teachers spend teaching? - Indicator D5 Who are the teachers? - Indicator D6 Who makes key decisions in education systems? - Characteristics of Education Systems - Reference Statistics - Sources, Methods and Technical Notes - Australia - Austria - Belgium - Canada - Chile - Czech Republic - Denmark - Estonia - Finland - France - Germany - Greece - Hungary - Iceland - Ireland - Israel - Italy - Japan - Korea - Latvia - Luxembourg - Mexico - Netherlands - New Zealand - Norway - Poland - Portugal - Slovak Republic - Slovenia - Spain - Sweden - Switzerland - Turkey - United Kingdom - United States - Argentina - Brazil - China - Colombia - Costa Rica - India - Indonesia - Lithuania - Russian Federation - Saudi Arabia - South Africa - Ibero-American countries
Author: OECD
Publisher: OECD Publishing
ISBN: 9264019723
Category :
Languages : en
Pages : 127
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Book Description
A comprehensive report on OECD activities in 2003-2004.
Author: OECD
Publisher: OECD Publishing
ISBN: 9264203508
Category :
Languages : en
Pages : 128
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Book Description
This publication identifies the main areas of weakness and potential areas for action to combat money-laundering, tax evasion, foreign bribery, and to identify, freeze and return stolen assets.
Author: OCDE,
Publisher: OCDE
ISBN: 9789264234819
Category :
Languages : en
Pages : 112
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Book Description
While access to schooling has expanded around the world, many countries have not realised the hoped-for improvements in economic and social well-being. Access to education by itself is an incomplete goal for development; many students leave the education system without basic proficiency in literacy and numeracy. As the world coalesces around new sustainable development targets towards 2030, the focus in education is shifting towards access and quality. Using projections based on data from the OECD Programme for International Student Assessment (PISA) and other international student assessments, this report offers a glimpse of the stunning economic and social benefits that all countries, regardless of their national wealth, stand to gain if they ensure that every child not only has access to education but, through that education, acquires at least the baseline level of skills needed to participate fully in society.
