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A majority of workers in the world are informally employed and contribute to economic and social development through market and non-market activities that are not protected, regulated, well-recognised or valued. This study provides an in-depth diagnosis of informality and the vulnerability prevailing in the informal economy. It explores new ideas to improve the lives of workers in the informal economy based on the ILO indicators of informality and the new OECD Key Indicators of Informality based on Individuals and their Household (KIIbIH). The report contributes in four ways to the global debate on the transition from the informal to the formal economy: 1) by examining the multiple faces of informality in a large sample of countries representing diverse conditions, locations and stages of development; 2) by presenting new empirical evidence on the links between informality and the development process; 3) by assessing risks and vulnerabilities in the informal economy, such as poverty and occupational risks, which can be mitigated with social protection and appropriate risk management instruments; 4) by showing that the transition to formality is a complex issue that touches on a wide range of policy domains.

Intro -- Table of contents -- Foreword -- Acknowledgements -- Acronyms and abbreviations -- Currency conversions -- Executive summary -- Table 0.1. Summary of barriers to better functioning markets for recycled plastics -- Chapter 1. Introduction -- 1.1. The growth in plastics -- 1.2. Plastics waste -- 1.3. Plastics recycling -- 1.4. Objectives of the report -- Notes -- References -- Chapter 2. Plastics production -- 2.1. Primary plastics: production data -- Figure 2.1. Plastics production mass by global region in 2016 -- Figure 2.2. Global primary plastics production by sector, 1950 to 2015 (million tonnes) -- 2.2. Primary plastics: market structure -- Table 2.1. Summary of UK primary polymer market -- 2.3. Types of plastic -- Table 2.2. Main types of plastic and their uses -- Table 2.3. Summary of estimated global polymer consumption by sector (2002-14) -- 2.3.1. Thermoplastics -- 2.3.2. Thermosets -- 2.3.3. Additives -- Table 2.4. Additive use in polymers -- 2.3.4. Bio-plastics -- Table 2.5. Examples of key bio-plastics -- Figure 2.3. Recyclability and biodegradability of fossil fuel- and bio-based plastics -- Notes -- References -- Figure 2.4. Global bio-plastics production by polymer type in 2016 -- Chapter 3. Recycling plastics -- 3.1. The environmental case for recycling plastics -- 3.1.1. Life cycle assessment -- Box 3.1. Starting material -- Figure 3.1. Relative difference between the climate change impacts of different end‑of‑life options vs. recycling for plastics -- Table 3.1. Impact of production and transport activities on plastics recycling -- 3.1.2. Ecosystem services and natural capital -- Figure 3.2. Estimated natural capital cost of plastics production and disposal by sector of origin -- 3.2. Plastics waste generation -- 3.2.1. Plastics waste generation data -- 3.2.2. Plastics waste generation by polymer

This joint OECD-ILO report provides a comparative analysis of case studies focusing on improving skills use in the workplace across eight countries. The examples provide insights into the practical ways in which employers interact with government services and policies at the local level. They highlight the need to build policy coherence across employment, skills, economic development and innovation policies, and underline the importance of ensuring that skills utilisation is built into policy development thinking and implementation. Skills utilisation concerns the extent to which skills are effectively applied in the workplace to maximise workplace and individual performance. It involves a mix of policies including work organisation, job design, technology adaptation, innovation, employee-employer relations, human resource development practices and business-product market strategies. It is often at the local level that the interface of these factors can best be addressed.

This joint OECD-ILO publication provides guidance on how local and regional governments can foster business-education partnerships in apprenticeship programmes and other types of work-based learning, drawing on case studies across nine countries. There has been increasing interest in apprenticeships which combine on the job training with classroom-based study, providing a smooth transition from school to work. There are benefits to both individuals and employers from participating in apprenticeships, including increased productivity and job quality. Successful implementation is contingent on having a high level of employer engagement at the local level, notably in the design, development and delivery of programmes.

1. The importance of financial education for youth -- 2. Implementing financial education in schools -- 3. Comparing selected financial education learning frameworks

Foreword; Table of contents; Acronyms and abbreviations; Executive summary; Key findings; Chapter 1. Introduction; Background and rationale; Process; Scope of the publication; References; Chapter 2. Gender differences in financial literacy; Women have lower levels of financial knowledge; Figure 2.1. Average financial knowledge score by gender; Box 2.1. Different financial literacy gaps across students, employees and retirees in India; Gender differences in financial knowledge at young ages; Figure 2.2. Average financial knowledge score by gender (young people). - Box 2.2. Gender differences in financial literacy among 15 year-oldsSmaller but still significant gender differences after controlling for socio-demographic factors; Figure 2.3. Gender differences in financial knowledge controlling for socio-demographic factors; Less well-educated and poor women have the lowest financial knowledge; Different financial attitudes across genders; Women appear to be aware of their lack of financial knowledge; Women have lower confidence than men in their financial knowledge and skills; Figure 2.4. Average number of "do not know" replies by gender. - Men are more likely to be over-confident in their financial skillsGender differences in interest for financial matters; Women are more risk-averse than men; Implications for women's financial behaviour; Gender differences in financial behaviour and strategies; Women are more likely to have a budget and to keep track of their finances; Figure 2.5. Responsibility for day-to-day money management decisions in the household; Figure 2.6. Responsible for money management decision and has a household budget; Figure 2.7. I keep a close personal watch on my financial affairs