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This study aims to provide the main contents of the revision of the 2023 OECD Guidelines for Multinational Enterprises and suggest implications for the Korean government and multinational enterprises.

Following the brief history of the revision of OECD Guidelines for Multinational Enterprises, this study reviews and evaluates major substantive and procedural revisions of the 2023 OECD Guidelines, and then suggests countermeasures for Korean government and businesses.

The most significant substantive change of the 2023 revision is that expectations for environmental due diligence and disclosure obligations, including climate change and biodiversity, for multinational enterprises have been expanded and strengthened. Regarding procedural changes, the biggest change is the introduction of a basis rule for the National Contact Points for Responsible Business Conduct (NCPs for RBC) to judge each issue and a rule that the final statement must include follow-up details and deadlines, which is expected to strengthen the effectiveness of the NCP dispute resolution mechanism.

This study is the first academic paper to introduce major substantive and procedural revisions to the 2023 OECD Guidelines for Multinational Enterprises in Korea. This study also provides implications for the Korean government and companies following the 2023 revised OECD Guidelines for Multinational Enterprises as follows. First, the Korean government must establish a public–private partnership to closely communicate to prevent Korean companies from being harmed by failing to meet strengthening international Environment, Social and Governance (ESG) standards. In addition, Korean government should actively participate in ESG-related international forums, including the OECD, and strive to reflect the needs and interests of Korean companies. Second, the Korean NCP should strengthen its activities to prevent potential damage by expanding education and promotions for Korean businesses on related overseas legislative trends and NCP dispute case studies so that Korean companies can effectively deal with the strengthened ESG standards. Third, Korean multinational enterprises should preemptively establish an advanced ESG management system to seize new opportunities in the global supply chain previously concentrated in China and India in the process of reorganizing global supply chains according to the trend of strengthening ESG standards and the US value alliance strategy.

More than ever before, globalization has linked the socioeconomic development of nations to the performance of their educational systems. One of the consequences of this new focus on improving the quality of teachers is the acknowledgment of the importance of engaging more directly with what is at the center of action, that is, pedagogy (Alexander, 2008). In this perspective, we conduct research aimed at describing, analyzing, and establishing a critical portrait of the scientific bases of the pedagogical choices made by three major international organizations (OECD, UNESCO, and World Bank) with respect to teacher education and development. In terms of methodology, we conducted a fine-grained analysis of the documents produced in the framework of TALIS and semi-structured individuals interviews with five staff members of OECD. The idea of pedagogical pluralism constitutes a rhetorical artefact through which constructivist teaching approaches are favored.

Equity in education has been on the education research forefront for many decades, but there is now much more of a political consensus that investing in equity in education needs to be at the heart of education agendas. As the link between education, equity, and growth is becoming even more evident, so is the search for policies that can contribute to improve educational outcomes of the more disadvantaged groups in our societies as a way to strengthen social cohesion, development, and growth. While there has been in-depth analysis of system-level policies that can contribute to improve equity, at the school level, there is sparse comparative analysis of the particular role school leaders can play in the equity-quality agenda. This chapter focuses on the types of policies that can support school leadership in education for disadvantaged students and schools across OECD countries. It builds on qualitative and quantitative comparative studies that focus on equity (OECD, 2012), on reforms implemented across OECD countries (OECD, 2015a) as well as on data from international surveys such as the Project for International Student Assessment (PISA) and the Teaching and Learning International Survey (TALIS). More concretely, the chapter (1) reviews why investing in equity is not only a social imperative but also an economic investment; (2) discusses how different OECD countries reform in terms of equity and quality in education; and (3) explores evidence and country practices to conclude on how school leadership can positively influence equity in education.

This chapter presents a theoretical and historical account of the OECD policy diffusion mechanisms, specifically addressing their influence on teacher policy. In order to present our argument, the chapter is divided in three sections. First, we present a historical description of how the Directorate of Education and Skills of the OECD has become a central figure in global policy discussions. Then, we address the particular mechanisms through which the OECD is able to expand their influence. We argue that the scientific validation of their recommendations through country reviews and the invitation to participate in large-scale studies and surveys, such as the Programme for International Students Assessment (PISA) and the Teaching and Learning Survey (TALIS), have become pivotal for communicating policy messages concerning teacher quality and development. Next, we argue that while OECD recommendations are engrained in notions of human capital, their work on teachers has incorporated elements of professional capital. Additionally, we stress how the influence of social science and large-scale survey studies has contributed to the development of a concept of teacher professionalization promoted by the OECD.

Several official institutions (NBER, OECD, CEPR, and others) provide business cycle chronologies with lags ranging from three months to several years. In this paper, we propose a Markov-switching dynamic factor model that allows for a more timely estimation of turning points. We apply one-step and two-step estimation approaches to French data and compare their performance. One-step maximum likelihood estimation is confined to relatively small data sets, whereas two-step approach that uses principal components can accommodate much bigger information sets. We find that both methods give qualitatively similar results and agree with the OECD dating of recessions on a sample of monthly data covering the period 1993–2014. The two-step method is more precise in determining the beginnings and ends of recessions as given by the OECD. Both methods indicate additional downturns in the French economy that were too short to enter the OECD chronology.

This paper produces a comprehensive assessment of income redistribution to the working-age population, covering OECD countries over the last two decades. Redistribution is quantified as the relative reduction in market income inequality achieved by personal income taxes (PIT), employees’ social security contributions, and cash transfers, based on household-level micro-data. A detailed decomposition analysis uncovers the respective roles of size, tax progressivity, and transfer targeting for overall redistribution, the respective role of various categories of transfers for transfer redistribution; as well as redistribution for various income groups. The paper shows a widespread decline in redistribution across the OECD, both on average and in the majority of countries for which data going back to the mid-1990s are available. This was primarily associated with a decline in cash transfer redistribution while PIT played a less important and more heterogeneous role across countries. In turn, the decline in the redistributive effect of cash transfers reflected a decline in their size and in particular by less redistributive insurance transfers. In some countries, this was mitigated by more redistributive assistance transfers but the resulting increase in the targeting of total transfers was not sufficient to prevent transfer redistribution from declining.

This chapter undertakes a comparative analysis of discourses on equity found in OECD and Norwegian policy documents. This is an interesting area to study as the OECD is found to be an important agenda setter for many countries' educational policies. A comparative analysis of OECD and Norwegian educational policies is especially interesting because the OECD is often found to be pressing for a neo-liberal agenda, while Norway has a socialist-alliance government. Combining Basil Bernstein's theoretical framework with key principles from Critical Discourse Analysis, the author investigates power relations within OECD and Norwegian educational policy documents. Two equity models serve as analytical tools: equity through equality and equity through diversity, which can be described along the three dimensions: de-/centralization, de-/standardization and de-/specialization. Using the analysis of two key documents on equity in education from the OECD and Norway, the author points out the similarities and differences in two documents. Both the OECD and Norwegian approaches to equity in education can be related to a centralized decentralization or a conservative modernization of education. However, there are also important differences between the two documents. For example, the Norwegian ministry has more emphasis on equity through equality and is less influenced by neo-liberalism and authoritarian populism than the OECD. In conclusion, the author argues that neither of the two described approaches appears to improve the inequities in education. A different way of targeting these inequities could be based on critical theory and research.

Purpose of article – Board of Directors are characterized as essential elements in the structure of corporate governance. Hence, this study aimed at identifying the governance practices of Latin-American companies in relation to the fifth principle – “Responsibilities of the Board” – recommended by the Organization for Economic Cooperation and Development (OECD) for this region (Brazil, Argentina, Mexico, and Chile).

Design/methodology/approach – To that end, the legislation and corporate practices of companies in the four countries were studied so as to identify legal provisions on the subject and additional procedures adopted by such companies comparatively to OECD recommendations.

Findings – The results showed that Mexico was the country with the highest level of full compliance with OECD recommendations, followed by Argentina, Brazil, and lastly by Chile. They also showed that a lot of improvement still needs to be made so as to ensure the responsibilities of the board in terms of integrity, efficacy remuneration dissemination, and technical competence.

Research limitations/implications – This study was restricted to only four countries in Latin America: Brazil, Argentina, Mexico, and Chile. This procedure is justifiable by the fact that OECD designed its recommendations based on these four countries. It is also important to point out that this study has focused only on Principle V of OECD (2004), concerning the Responsibilities of the Board of Directors.

Originality/Value of article – This study is justified by the need to understand and disseminate Latin-American practices in face of the region-specific governance recommendations designed by OECD, notably on the behavior of the Board of Directors. This region has developing countries with an active stock market. The region presents great potential for economic development, hence the need for these types of studies.