On 31 March 2022, Ministers and high-level representatives from the OECD’s 38 member countries and the European Union, as well as Bulgaria, Croatia, Peru and Romania, committed in a formal OECD Declaration to intensify their work on climate and the environment including doing more to curb biodiversity loss, address plastic pollution, align finance with environmental objectives and accelerate climate change action.
The formal OECD Declaration includes working to curb biodiversity loss, address plastic pollution, align finance with environmental objectives and accelerate climate change action with a view to keeping the 1.5°C temperature rise limit within reach. Download a copy of the complete Ministerial Declaration.
One of the main issues is in obtaining and using relevant and reliable indicators for monitoring progress on mitigating climate change impacts. To address this, the OECD has a new platform for tracking trends in c climate change. It provides interactive information with data and trends across OECD countries. Play the short video to find out more.
Explore OECD data on climate change under the headings
– Drivers and emissions
– Impacts and risks
– Policy responses and opportunities
A number of tools and initiatives seek to analyse and present the development of open data across the world.
The Open Data Watch is an independent authority that seeks to ensure national statistical systems meet their obligations to provide open and complete development data.
It provides annual assessments of the coverage and openness of official statistics in countries around the world via an approach that is transparent, reproducible, and consistent with international standards. It was first launched in 2015 with engagement with national statistical offices.
Visit Open Data Watch
The Open Data Monitor gives an overview of available open data resources around the world, allowing an analysis and visualisation of existing data catalogues. Innovative technologies are used to present the results.
The Monitor collects metadata from open datasets from a diverse range of open data sources. Scalable analytical and visualisation methods allow you to find out about the composition of regional, national or pan-European open data repositories. Analysing and visualising the metadata reveals hidden potential and essential insights from existing resources and identify gaps where additional open data are needed.
In the OpenDataMonitor project we will adopt CKAN as the underlying software architecture within which all our software contributions will be integrated as plug-ins. This will help make sure the platform is available to a wide population.
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Partners in the Developing Digital Data Literacy are working on creating a teacher training course to connect school teaching, to the European Digital Competence Framework for Citizens (DigComp 2.1) and relating it to the Competence Framework for Educators (DigCompEdu).
Following the publication of a Comparative Review on the use of open data in school education , in July 2020, and based on its findings and recommendations, a training course is being developed seeking to help secondary teachers implement digital data literacy opportunities in schools.
A wide range of freely available open data sources will be used in the training course, such as the European Union Open Data Portal. The training course is expected to include the following modules – Being a Digital Citizen – Information and Data Literacy – Using Data for Communication and Collaboration – Digital Data Creation – Problem Solving with Digital Data More information will follow soon.
The first output of the D3 project has been published. It is a European review of digital data literacy opportunities in terms of school curricula, qualifications and availability of digital open data tools in secondary school. The report also addresses guidelines and a framework for inclusion of such data and related competences in secondary schools.
Both desk and field research were carried out, making connections between the EU Digital Competence Framework (DigComp 2.0) and school curricula. The desk research included an analysis of available open data from National Ministries, legislative frameworks, as well as an identification of open data tools, digital data literacy and open data in the school environment, training courses, qualifications and curricula.
The field research involved interviews with secondary school teachers, to gather their opinions on the use of technology and open data in their school as well as their personal knowledge of informatics, the digital world and European initiatives in the field.